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Area of Science:

  • Medical Education
  • Psychometrics
  • Assessment

Background:

  • Examinees often fear changing answers lowers scores, but classroom studies show benefits.
  • No prior research examined answer changes in large-scale professional licensing exams.

Purpose of the Study:

  • To investigate the impact of answer changes on examinee performance in a high-stakes medical licensing examination.
  • To analyze response alterations during the Step 2 Clinical Knowledge (CK) examination.

Main Methods:

  • Analysis of response data from 27,830 examinees who took the Step 2 CK exam.
  • Examining the frequency and impact of answer changes between August 2015 and August 2016.

Main Results:

  • 68% of examinees changed at least one answer, with a small average number of changes.
  • Approximately 45% of those who changed answers improved their scores; 28% saw decreased scores.
  • Examinees were more likely to change answers from incorrect to correct, spending less time on these beneficial changes.

Conclusions:

  • Answer changes positively impact performance in high-stakes medical examinations, aligning with previous classroom assessment findings.
  • Examinees who avoid changing answers due to excessive caution may be disadvantaged in standardized testing scenarios.