The Analysis of Response Errors in the Evaluation of Technical Teaching Programs

Abstract

Response errors in technical teaching programs can be classified into four main groups, i.e., random operational errors, defects of memory, defects of understanding, and errors arising from faulty programming. These categories can be further sub-divided into a total of sixteen sub-groups. The effect of the various types of error on program evaluation was investigated by analysing the constructed responses to four linear programs used in real teaching situations. In addition to focusing attention to the frame elements requiring improvement, the detailed analysis indicated that the types and proportions of response errors must both be determined before deciding whether the revised version of a constructed response program should remain linear or be converted to a branching format.