Should they change their answers or not? Modelling Achievement through a Metacognitive Lens

Research output: Contribution to journalArticlepeer-review

Abstract

Α frequently used indicator to reflect student performance is that of a test score. However, although tests are designed to assess students’ knowledge or skills, other factors can also affect test results such as test-taking strategies. Therefore, the purpose of this study was to model the interrelationships among test-taking strategy instruction (with a focus on metacognition), answer changing bias and performance on multiple-choice tests among college students through structural equation modelling. This study, which was based on a sample of 1512 students from Greece, has managed to extend the findings of previous research by proposing a model that demonstrates the interplay between these variables.

Original languageEnglish
JournalAssessment in Education: Principles, Policy and Practice
DOIs
Publication statusAccepted/In press - 2022

Keywords

  • answer changing bias
  • item review
  • metacognition
  • SEM
  • Test-taking strategies

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