Abstract
Summary. Answer‐until‐correct (AUC) is a procedure for providing item by item feedback during a multiple‐choice test, giving an increased range of scores. The performance of a group of children on an ability test using AUC procedures was compared with a group using conventional instructions. AUC scores considerably enhanced reliability but not validity. A comparison of item analyses for the two groups showed no evidence of learning during the test. This suggests that attempts to derive measures of ‘ability to learn’ which are based on changes in responding during the course of a test administered with feedback should be treated with caution. Evidence should be provided that similar changes in response pattern do not occur in a conventionally administered test.
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