学業テストにおいて,学習者がテスト結果をどの程度検討しているかを調べるために,英語・数学について,高校生202人を対象に質問紙による調査が行われた。結果は,テスト結果の検討が不十分であることを示唆するものであった。 そこで,英語・数学について,高校生のべ294人を対象に,テスト結果の検討をより十分にさせるためのフィードバック方式が工夫され,その効果が実験的に検討された。実験は3部からなり,各実験共,実験群と統制群を形成し,Pre-testとPost-testの差によって,テスト結果の検討の程度が推定された。 実験Iでは,実験群(n=29)に,テスト各問の出題領域が示され,学習者が再学習するべき領域をチェックできるようなチェックリストが与えられて,統制群(n=29)と比較された。結果は,両群に有意差はなかった。 実験IIでは,実験Iの手続に加えて,両群に再テスト(Post-test)が予告された。実験は2校で行われ,A校では実験群(n=40)が,統制群(n=41)よりも,有意に高い成績の伸びを示し,B校(実験群: n=36 統制群: n=38)では,その差は有意な傾向を示した。 実験IIIでは,実験群(n=41)に,学習者自身がテスト範囲や使用教材を指定し,テスト結果のフィードバックにおいて否定的表現が用いられないような個人別小テストが繰り返され,統制群(n=40)と比較された。結果は,実験群が統制群よりも高い成績の伸びを示し,その差は有意な傾向を示した。以上から,テスト結果の検討を促進する要因として,結果の検討を容易にする詳細な情報を与えること,結果の検討が有益であると思わせること,結果の検討に伴なう不快感を軽減することの3点が挙げられ,これらを組み合せることによって,大きな効果が期待できると考えられた。 また,実験II,IIIの実験群と実験IIIの統制群では,Pre-testの成績が悪かった者ほど,高い伸びを示す傾向が顕著に認められた。これは,成績の悪かった者ほど,テスト結果の検討を怠りがちであり,逆に結果の検討をすれば高い伸びが期待しうることを示唆すると考えられた。

The purpose of this research was to know how students treat the feedback of their test-results, and to find the effective ways of feedback. First, 202 high school students were asked about how they treat the feedback of their English and mathematics test-result using questionnaires made of free descriptions and a 5 point-rating scale. The result showed more than 88% of the students in English, and more than 75% in mathematics checking only their percentage results or just looking through their mistakes. While only less than 19% of the students in English, and less than 25% in mathematics often used feedback for the review. This result suggested that the students made little profit of the feedback of the test-results. Second, the effects of several types of feedback were experimentally examined on 294 high school students. Experiments were divided in 3 parts. The effect of the feedback was measured by the difference between pre-test and post-test comparing exprimental group with control group. Both exp. group and cont. group were divided into sub-groups in accordance with the pre-test. In Experiment 1 using English, the exp. group were given a "check list" after pre-test. The list indicated the areas of each problem of the test so that the student could check the areas needing to be reviewed. The result showed no significant differences between exp. group (n=29) and cont. group (n=29). In Experiment2, the check list were given to the exp. group but the post-test was previously announed to both exp. group and cont. group. The result showed that exp. group (n=40) recorded significantly higher progress than cont. group (n=41) in school A using mathematics. The difference had significant tendency in school B using English (exp. group: n=36, cont. group: n=38). In the exp. group of school A, the low-achieved group recorded significantly higher progress than the high-achieved group. The difference had significant tendency in school B. In Experiment 3 using English, "Individual short test" were recycled for the exp. group after the pre-test. In this test, the students themselves decided the areas of the problems of the test they would take. The feedbacks of the test-results are carefully arranged avoiding negative expression. The post-test was announced to both exp. group and cont. group. The result showed that the exp. group (n=41) recorded higher progress than the cont. group (n=40), and its difference had significant tendency. The low-achieved group recorded significantly higher progress than high-achieved group in both exp. group and cont. group. After the individual short tests, about 85% of the students reported positive impressions (feeling at ease, a desire to continue etc.). The limits of this research and further problems were discussed. The factors of the effective feedback of the test-results were suggested as follows a) To give adequate informaton ; b) To have the students considering the review as useful ; c) To reduce the unwillingness of the review. It is suggested that the combination of the factors would be more effective especially for the low achievers.