NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ778784
Record Type: Journal
Publication Date: 2007-Sep
Pages: 8
Abstractor: Author
Reference Count: 6
ISSN: ISSN-0094-1956
Multiple-Choice Exam Question Order Influences on Student Performance, Completion Time, and Perceptions
Pettijohn, Terry F., II; Sacco, Matthew F.
Journal of Instructional Psychology, v34 n3 p142-149 Sep 2007
We conducted 2 studies to investigate undergraduate performance, perceptions, and time required in completing sequentially ordered, randomly ordered, or reverse ordered exams in introductory psychology classes. Study 1 compared the outcomes and perceptions of students (N = 66) on 3 non-comprehensive multiple-choice exams which were sequentially, randomly, and reverse ordered and Study 2 investigated the outcomes and perceptions of students on a multiple-choice final exam. We also measured perceived test difficulty, test anxiety, and understanding of material. There were no statistically significant differences between the scores on the different exams or the time required to complete the exam versions, but perceptions of difficulty were influenced by the version of the exam assigned. Professors should consider these findings when testing students. (Contains 1 table and 1 note.)
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A