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Download full textMcMorris, Robert F.; Leonard, Gregory – 1976
According to conventional wisdom, a test taker should not change his/her first response to a multiple-choice, although empirical evidence has consistently supported such changes. Quizzes for masters level students in educational measurement and evaluation showed increments due to answer changing. Low anxious students tended to make more changes…
Descriptors: Academic Achievement, Cognitive Style, College Students, Multiple Choice Tests
Peer reviewedMcMorris, Robert F.; Weideman, Allison Hoops – Measurement and Evaluation in Counseling and Development, 1986
Students instructed on research findings regarding answer changing made gains comparable to those of uninstructed students when changing item responses. Most changed their answers because they rethought or reread items. Counselors should not discourage students from changing answers. (Author)
Descriptors: Behavior Change, Graduate Students, Higher Education, Response Style (Tests)
Peer reviewedMcMorris, Robert F.; And Others – Journal of Educational Measurement, 1972
In general, faults did make the items easier, with the largest effects occurring for cue and grammar contaminations. (Authors)
Descriptors: Achievement Tests, Grade 11, Item Analysis, Social Studies
McMorris, Robert F.; And Others – 1991
Effects of answer changing on tests by 133 fifth- and sixth-grade students were investigated to determine the degree to which these students changed answers, the extent to which they gained from changing, and the reasons they advanced for the changes. Students were from a predominantly suburban district (n=88) and a predominantly rural district…
Descriptors: Achievement Gains, Behavior Patterns, Elementary School Students, Grade 5
