An earlier version of this article was presented at the Pacific Rim
Objective Measurement Symposium (PROMS 2006), The Hong Kong
Institute of Education, Tai Po, Hong Kong, June 27th-29th, 2006The purpose of this study was to show the effect of back types
(standardized type vs. differentiated type) on academic achievement in
learning with computerized tests. For this study, two computerized
learning programs with different feedback types were developed with
HTML, PHP, and SQL computer languages, and a science achievement
test was developed by two high school science teachers. The science
achievement tests content and face validity were examined by 5 high
school science teachers and its Cronbach's alpha coefficient was 0.82.
The research subjects were 137 10th graders from 4 classrooms
within 2 high schools in Korea. They were divided into two groups.
One group took a 3-weeks learning program with computerized a test
using standardized type feedbacks. The other group also took a 3-week
learning program with a computerized test using differentiated type
feedbacks. After learning with computerized tests was implemented, a
science achievement test was administered to all students belonging to
both groups. The result of data analysis with ANCOVA was that
differentiated type feedback was more effective than the standardized type feedback for learning with computerized test (F=8.98, p<0.01)
