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Perrin, David W.; Kerasotes, Dean L. – 1979
It was hypothesized that using asterisks as attention focusing devices would cause students to read all asteriked test items more carefully and would improve test scores of undergraduate education students. Sixty-three undergraduates majoring in elementary or special education were administered a 36-item objective test. Asterisks were used to…
Descriptors: Difficulty Level, Higher Education, Objective Tests, Response Style (Tests)
Abranovic, Wynn A.
Two basic issues are discussed that involve the Carver model of the relationship between test score and knowledge. The first of these concerns different types of tests which have different probabilities of obtaining the correct answer due to guessing. A derivation is shown which places different test types "on-a-par"--meaning that two tests are…
Descriptors: Guessing (Tests), Knowledge Level, Mathematical Models, Multiple Choice Tests
Peer reviewedMcMorris, Robert F.; And Others – Journal of Educational Measurement, 1987
Consistency of gain from changing test answers was tested for students instructed about answer-changing research results, and composition of the gain was analyzed by examining the students' reasons for changing. Mean gain remained positive and consistent with gain for previously studied uninstructed groups; amount of change was also stable.…
Descriptors: Difficulty Level, Graduate Students, Higher Education, Instruction
Mercer, Maryann – 1977
In a 1977 review of the literature on test answer changing, Mueller and Wasser (EJ 163 236) cited 17 studies and concluded that students changing answers on objective tests gain more points than they lost by so doing. Higher scoring students tend to gain more than do the lower scoring students. Six additional studies not reported in the Mueller…
Descriptors: Guessing (Tests), Higher Education, Junior High Schools, Literature Reviews
Peer reviewedMueller, Daniel J.; Schwedel, Allan – Journal of Educational Measurement, 1975
Determines the relationship of sex, answer-changing incidence, and total score to net changes in total score resulting from changing answers, by examining the answer-changing behavior of graduate students responding to achievement test items. (Author/RC)
Descriptors: Achievement Gains, Achievement Tests, Graduate Students, Higher Education
Mercer, Maryann – 1979
The effects of objective test answer changing on total test scores of students in grades 4 through 7, and the influences of sex, grade level, test content, and their interrelationships were examined. Standardized tests in reading and mathematics were administered at grade level and out-of-level. Answer changing was assessed by observing responses…
Descriptors: Achievement Tests, Age Differences, Answer Sheets, Content Analysis
Peer reviewedHarasym, P. H.; And Others – Evaluation and the Health Professions, 1980
Coded, as opposed to free response items, in a multiple choice physiology test had a cueing effect which raised students' scores, especially for lower achievers. Reliability of coded items was also lower. Item format and scoring method had an effect on test results. (GDC)
Descriptors: Achievement Tests, Comparative Testing, Cues, Higher Education
