Answer changes on tests are more likely to be made on items early in a group of questions, toward the end of a test, and on difficult items. The reasons for this student behavior are examined. (Editor/JD)

Results of research conducted to ascertain the effect on test grades of changing answer choices are presented. The main questions that were examined were: (1) Does the changing of responses to test items (presumably based upon item reconsideration) result in better test scores?; (2) Is the amount of changes related to the score a person receives…

This paper provides substantial evidence in favor of the continued use of conventional objective testing procedures in lieu of either the Coombs' cross-out technique or the Dressel and Schmid free-choice response procedure. From the studies presented in this paper, the tendency is for the cross-out and the free choice methods to yield a decrement…

Matching test (MT) construction techniques were compared. These included: (a) MT instruction that limit the number of times responses can be selected to once, rather than more than once; (2) MTs that are organized in groups of five premises, or stems, rather than in groups of ten premises; and (3) MTs designed to measure knowledge, rather than a…

The objectives of this study were to ascertain the existence of any widely held, systematic sets in response position selection (RPS) and to evaluate the potential biasing effects of such sets on multiple choice and true-false test results. It is concluded that a sudden change in the accustomed pattern of keyed response positions can shift…

Describes a study of the accuracy of student responses on objective tests. Investigators examined the frequency of correctness on initial responses versus changed responses, and the relationship to degree of familiarity of the content. Results show that changing test answers tends to produce more right than wrong answers by more students.…

Seven formulas for scoring test items with two options (true-false or multiple choice with only two choices) were investigated. Several conditions, such as varying directions for guessing and whether testees had prior knowledge of the proportions of false items on the test were also investigated. (Author/JKS)

Examined the effects on their test performance of junior high school students changing responses. Results indicated that changing answers neither increases the reliability nor decreases the standard error of measurement of the test. (Author/RC)

Various aspects of Confidence Weighting are examined. Variant of Confidence Weighting, its effect on test reliability, and the validity of Confidence Weighting are discussed. (DG)