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ERIC Number: EJ785505
Record Type: Journal
Publication Date: 2007-Dec
Pages: 7
Abstractor: Author
Reference Count: 19
ISSN: ISSN-0098-6283
Effects of Test Expectation on Multiple-Choice Performance and Subjective Ratings
Balch, William R.
Teaching of Psychology, v34 n4 p219-225 Dec 2007
Undergraduates studied the definitions of 16 psychology terms, expecting either a multiple-choice (n = 132) or short-answer (n = 122) test. All students then received the same multiple-choice test, requiring them to recognize the definitions as well as novel examples of the terms. Compared to students expecting a multiple-choice test, those expecting a short-answer test performed similarly on example questions but significantly better on definition questions. Students in these 2 test-expectation conditions also differed in several subjective ratings of their study and test taking. The results suggest that students do not typically study in an optimal way for multiple-choice tests. (Contains 1 table and 2 notes.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A