Answer changing in testing situations: the role of metacognition in deciding which answers to review

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Abstract

The purpose of our study was to examine the issue of answer changing in relation to students’ abilities to monitor their behaviour accurately while responding to multiple-choice tests. The data for this study were obtained from the final examination administered to students in an educational psychology course. The results of the study indicate that decision making regarding answer changing can be informed by metacognitive monitoring when a student's attention is drawn to cues solicited during testing. However, answer changing can be a “tricky” test-taking strategy, and how it relates to test performance is based on an interplay of variables both at a person level as well as at a task level. This is probably why this strategy is frequently misunderstood by both test-takers and educators.

Original languageEnglish
Pages (from-to)102-118
Number of pages17
JournalEducational Research and Evaluation
Volume23
Issue number3-4
DOIs
Publication statusPublished - 19 May 2017

Keywords

  • answer confidence
  • Item review
  • metacognition
  • monitoring
  • multiple-choice items

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