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Domain Testing: Divide and Conquer - Testing Education

Domain Testing: Divide and Conquer - Testing Education

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Chapter 5: Experiment Design<br />

5.01 Overview of the Experiment<br />

After designing <strong>and</strong> developing training material for domain testing, I conducted<br />

two rounds of pilot studies. These were basically formative evaluations that lead to<br />

immense revision <strong>and</strong> refinement of the training material content, my instruction<br />

<strong>and</strong> the way I was organizing the training material. Once I felt the training material<br />

was polished enough to be used in the real experiment, I conducted actual training<br />

sessions using the revised training material with 23 learners.<br />

I started with 18 learners in my actual experiment. Each training period<br />

lasted for five days, starting on a Monday <strong>and</strong> ending on a Friday. The entire<br />

training period totaled 18 hours. The learners took a paper-based pretest on the first<br />

day following a brief introductory lecture on domain testing. The pretest was open<br />

book <strong>and</strong> the learners were given reference materials to consult during the test.<br />

On the second, third <strong>and</strong> fourth training days, the learners were subject to<br />

lectures that involved demonstration of examples that addressed one or more<br />

instructional objectives. They were then required to solve exercises based on what<br />

they learned in the lecture. The strategy was to alternate between examples <strong>and</strong><br />

exercises.<br />

The learners could refer to the reference materials <strong>and</strong> lecture slides to solve<br />

exercises. However, they were not allowed to take the reference materials home.<br />

This helped control the amount of time subjects actually spent on the material<br />

during the week. We didn't want the variability of some students working for<br />

several hours per night on the material while others worked only in class. We also<br />

wanted to reduce the chances of learners scheduled to attend future training<br />

sessions being exposed to the training material, which could influence those future<br />

learners’ performance.<br />

On the fifth <strong>and</strong> final training day, the learners were required to take two<br />

posttests. One was a paper-based test which was equivalent to the pretest, <strong>and</strong> the<br />

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