Students' Reasons for Changing Answers on Objective Tests

Abstract

The circumstances under which answer changing is beneficial or detrimental to test performance were investigated. Undergraduates (N = 65) identified their reasons for changing answers on a 62-item multiple-choice examination. An analysis of the success of answer changing in relation to the reasons offered for changing was completed. Students who reported guessing as their reason for changing answers were not nearly as likely to benefit from their answer changing as were students who reported other reasons. Implications for previous work and test-taking strategies are discussed.

The instinct fallacy: the metacognition of answering and revising during college exams

“…This is in line with the distinction made by Koriat et al (2004) between in-the-moment thinking and reflective thinking. The finding helps explain the discrepancy between the current data and Shatz and Best (1987), who did not find a benefit to revising Bguesses^. Their participants were asked to report guessing during a postexam review period, not while they were actually making their choices.…”

“…When past researchers have attempted to determine the reasons behind and benefits of revising, the results were murky at best (Benjamin et al 1984;Crawford 1928;Crocker and Benson 1980;Foote and Belinky 1972;Geiger 1996;Harvil and Davis 1997;Higham and Gerrard 2005;McMorris et al 1987;Mueller and Wasser 1977;Revuelta et al 2003;Shatz and Best 1987;Vispoel 1998Vispoel , 2000Vuk and Morse 2012). Shatz and Best (1987) found that changing an answer because it had originally been a guess -the most cognitively important change -was not nearly as beneficial as changing because of simple reasons such as misreading the question or accidentally marking the wrong choice.…”

“…Shatz and Best (1987) found that changing an answer because it had originally been a guess -the most cognitively important change -was not nearly as beneficial as changing because of simple reasons such as misreading the question or accidentally marking the wrong choice. Vispoel (2000) had students take a computerized vocabulary test under review and no review conditions.…”

An Examination of the Relationship Between Answer Changing, Testwiseness, and Examination Performance

“…Several prior researchers (McMorris, DeMers, & Schwarz, 1987;Prinsell, Ramsey, & Ramwey, 1994;Schwarz, McMorris, & DeMers, 1991;and Shatz & Best, 1987) have begun to investigate why students change examination answers. This stream of research could be coupled with the testwiseness literature to examine whether testwise students change answers for reasons (e.g.. finding clues in other items) different from those given by students who are not testwise.…”

Reviewing and Changing Answers on Computerized Fixed-Item Vocabulary Tests

“…CFITs with review may increase test score validity by allowing examinees to change incorrect answers resulting from typing errors, misreadings of items, temporary lapses in memory, and reconceptualizations of answers to previously administered items (Ferrara et al, 1996;McMorris et al, 1987;McMorris & Weiderman, 1986;Schwartz, McMorris, & DeMers, 1991;Shatz & Best, 1987). CFITs with review may increase test score validity by allowing examinees to change incorrect answers resulting from typing errors, misreadings of items, temporary lapses in memory, and reconceptualizations of answers to previously administered items (Ferrara et al, 1996;McMorris et al, 1987;McMorris & Weiderman, 1986;Schwartz, McMorris, & DeMers, 1991;Shatz & Best, 1987).…”