Answer-Changing Behavior on Objective Examinations

Abstract

The purpose of this study was to examine the prevalence and effect of answer-changing on objective test performance. 5s were 77 college students of both sexes. All types of response changes were recorded and analysed by sex and by caliber of student. Results showed that when a response was changed there was a three-to-one chance that the new response would Improve rather than lower the final score. Females were more Inclined to make changes than were males, and their overall test performance was superior to that of males. The brightest 5s of both sexes made the greatest mean number of answer changes. It was concluded that the fear frequently expressed by students that answer changes will reduce test performance was unfounded In this instance.

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