In a computer-adaptive test (CAT), learners are not usually allowed to revise previously entered responses. In this paper, we present findings from our most recent empirical study, which involved two groups of learners and a modified version of a CAT application that provided the facility to revise previously entered responses. Findings from this study showed that the ability to modify previously entered responses did not lead to significant differences in performance for one group of learners (p>0.05), and only relatively small yet significant differences for the other (p<0.01). The implications and the reasons for the difference between the groups are explored in this paper. Despite the small effect of the modification, it is argued that this option is likely to lead to a reduction in student anxiety and an increase in student confidence in this assessment method.
['Mariana Lilley', 'Trevor Barker']
A computer-adaptive test that facilitates the modification of previously entered responses: An empirical study