The Effects of Computer Based Pretesting Strategies on Learning and Continuing Motivation

Abstract

Although the utility of computer based pretesting as a means of precisely diagnosing lesson entry points has been well documented, the effects of such pretesting strategies on learner motivation and achievement have not been clearly established. In the present study, 120 fifth-and sixth- graders were randomly assigned to three pretesting conditions: a full-length pretest, an adaptive pretest that exited learners when nonmastery was indicated, and a no pretest control. Results indicate that learners in the adaptive treatment not only demonstrated significantly higher levels of performance on the posttest, but also expressed a significantly greater willingness to continue with the instruction.

Keywords:

• testing
• computer assisted instruction