An Analysis of Multiple-Choice Test Item Booklets [electronic resource] / William E. Herman.
Marks made by students on test item booklets were analyzed as a clue to better understanding of the metacognitive strategies employed during the completion of a 100-question multiple-choice final examination. Test item booklets of 56 undergraduates were scrutinized for the frequency of the following...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1996.
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| Subjects: |
MARC
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| 100 | 1 | |a Herman, William E. | |
| 245 | 1 | 3 | |a An Analysis of Multiple-Choice Test Item Booklets |h [electronic resource] / |c William E. Herman. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1996. | ||
| 300 | |a 15 p. | ||
| 500 | |a ERIC Document Number: ED404357. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Psychological Association (104th, Toronto, Ontario, Canada, August 9-13, 1996). |5 ericd. | ||
| 520 | |a Marks made by students on test item booklets were analyzed as a clue to better understanding of the metacognitive strategies employed during the completion of a 100-question multiple-choice final examination. Test item booklets of 56 undergraduates were scrutinized for the frequency of the following item markings; (1) no markings at all; (2) elaborations, which consisted of definitions, examples, etc.; (3) use of a "?" next to items; and (4) option elimination techniques involving marking out alternatives. All subjects marked at least one item on the examination, and overall 58% of the items were marked. Examination performance was found to be related to all marking variables as predicted, although only the lack of item marking relationship was found to be statistically significant. The results suggest that such item markings may be an important artifact of the test taking experience that can lead to better understanding of examination strategies and the overall test taking experience. (Contains two tables and seven references.) (Author/SLD) | ||
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Metacognition. |2 ericd. |
| 650 | 1 | 7 | |a Multiple Choice Tests. |2 ericd. |
| 650 | 1 | 7 | |a Responses. |2 ericd. |
| 650 | 1 | 7 | |a Test Items. |2 ericd. |
| 650 | 0 | 7 | |a Test Results. |2 ericd. |
| 650 | 0 | 7 | |a Testing. |2 ericd. |
| 650 | 1 | 7 | |a Undergraduate Students. |2 ericd. |
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