The primary aim of this project is to compare subjective assessments of performance, difficulty, and effort of participants randomly assigned to an adaptive or non-adaptive computerized test of statistics knowledge. We are interested in determining whether the test mode (adaptive v. non-adaptive) has an effect on students’ test anxiety and performance. Additional measures will be administered to evaluate the extent that attitudes towards math, which provides an estimate of math anxiety. In the proposed project, we aim to quantitatively investigate the extent that the strength of the association between test mode in relation to both test anxiety (state; i.e., anxiety immediately after completing the test) and test performance differs between participants on the basis of gender or minority status. We further aim to examine whether this moderation is mediated by students’ general test anxiety (trait; i.e., general test anxiety). Further work on test mode and test anxiety may be used to inform better assessment practices that both reduce the impact of negative testing experiences on students, and further provide more accurate and unbiased performance assessments.
NOTE: There is an error where in the section where it describes the "dependent variable." The test mode condition is the indepenent variable. The studnets' test anxiety (state) is the dependent variable.