ERIC Number: ED404357
Record Type: RIE
Publication Date: 1996-Aug
An Analysis of Multiple-Choice Test Item Booklets.
Herman, William E.
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (104th, Toronto, Ontario, Canada, August 9-13, 1996).