Repeatable Testing I t is our perception that repeatahle testing is an identifiable and very important if underutilized strategy for science instructional systems. This brief communication describes repeatable testing and indicates reference sources (1-3). A repeatable test is one which a student may repeat a t hisher own initiation andlor a t the request of the instructor. No etudent eets to reoeat the same test twice: instead. non-identical Oarallel forms are used. The number of times a test n~ may he repeated ixwmetimer restricted, sometimes unrrstricud. Tearhen may use results 1,f repeatltde tesm in many ways; anme teachers u.+r the mort recent srudenr score in grade daterminntam, whrle u t h m use the h~ghtstscore. In iituatimu where minimum acceptable standards are established, the first test score may he used to ascertain performance above the minimum for determining grades. In such cases, tests are repeated only a t the teacher's request, and results an the second (and subsequent) test are used only t o ascertain that a minimum standard has been achieved by the student. Repeatable tests are components of some conventional science courses,all Keller plan (PSI) courses, and most audiotutorial (AT) courses. It is the opinion of these authors that repeatable tests are a major contributingfactor to the attitudinal a ~ ~ e e e aofs PSI and manv AT oroerams. The favorable conseouenees derived from utilization of this oroeram element are often pearly underestimated (4.51. How d w m e mtimdize the fullc~wingoberrvati~~n": pu-irivestudcnt atr~tuainalraipondes art. measured in many PSI and A'Cwuraesat t h ~ s a m time e that student evaluation dmarrrials (dudyguides. tapes,etr.l is exceedingly negative. A recent evaluation of the ''Hawthorne Effect" (6) reinterprets those experiments not in terms of "halo" effect hut in terms of a high rate of feedhack and preater individual control over the amount of performance based reward. Repeatable tests can makeeither or both of thesepossible for students. Because absolute comprehension measured against pre-set standards rather than relative comorehension measured against "class" wrformance is ~ossiblewith reneatable tests, levels of student anxiety are lowered even though the amount of individual effort expected may be increased. We have experimented with repeatable testing in a wide variety of formats. We have each chosen a course format and implemented a scheme of repeatable testing with which we individually feel comfortable. This technique does not impose a particular testing format on teachers. However, a number of schemes for the computer generation of machine scorahle tests have been devised (7), and one attempt a t organizing a state-wide system for repeatahle exams is in operation ( 8 ) . In spite of the additional effort required to set additional test forms and score extra tests, we recommend repeatahle tests to you for three reasons. Students'attitudes toward repeatahle tests are positive. The teachers, rather than invidious "curves," determine expected performance levels. Student effort replaces student anxiety. ~
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Literature Cited I l l Golden, D. E., Fu1ler.R. G.,snd Jensen,D.D.,Am.J. Phys.. Am. J, Phyr., 42,941 (19741 (21 Jensen. D. D.. Educ Tech.. 28, (March 1973). (31 Prosser, F.,Educ. Tech., 34,IMarch 19731. 141 LO^,, J., A ~ J.. phys., 43,738 119751. Ihl Weinhour. M. S.and Wehher. ~~~~~,~~ ~~~~,W. R . A m J. Phvs.. ~. 43.811 119751 . . H ~.,sersnce. 183.922(&4). 171 Prmser. F.. Donovan, D. B.. and Moore,J. W., "Computer Generated Repeatable Tests in Chemistry,' in Computer-Asisted Instruction in Chemistry. Part B:Appiieafionr, (Editors,Mattson, J.S.,Mark. Jr.,H.B..end MscDonald, Jr.. H. C.) MarcrlDekker,lnc.,New Yurk,N.Y..1974. IS) Seely. 0.J ~ . . a n dWillin. V..AEDS Journal. 65. (Spring. 19761.
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J o h n W. Moore F:aotern Michigan University Ypsilanli, Michigan 48197
276 1 Jourml of Chemical Education
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David W. Brooks Robert G. Fuller Donald D. J e n s e n University of Nebraska-Lincoln Lincoln, Nebraska 68588
