Search results for author:"Yung-Chin Yen"
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Educational Technology & Society Vol. 13, No. 1 (2010) pp. 246–259
This study aimed to explore the effects of marking and metacognition-evaluated feedback (MEF) in computer-based testing (CBT) on student performance and review behavior. Marking is a strategy, in which students place a question mark next to a test...
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1882–1890
This paper describes implementation of metacognition evaluated (ME) strategy in Computer-Based Test (CBT) systems and evaluates the effects on students taken tests on CBT systems embedded marking and ME strategy. The study is based on a sample test...
An Empirical Evaluation of the Slip Correction in the Four Parameter Logistic Models with Computerized Adaptive Testing
Applied Psychological Measurement Vol. 36, No. 2 (March 2012) pp. 75–87
In a selected response test, aberrant responses such as careless errors and lucky guesses might cause error in ability estimation because these responses do not actually reflect the knowledge that examinees possess. In a computerized adaptive test ...
Educational Technology & Society Vol. 15, No. 2 (2012) pp. 231–243
In a test, the testing score would be closer to examinee's actual ability when careless mistakes were corrected. In CAT, however, changing the answer of one item in CAT might cause the following items no longer appropriate for estimating the...
Educational Technology & Society Vol. 13, No. 3 (2010) pp. 163–176
The purpose of this study was to examine whether the efficiency, precision, and validity of computerized adaptive testing (CAT) could be improved by assessing confidence differences in knowledge that examinees possessed. We proposed a novel...