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Does it pay to change answers on objective tests?

H C Brittin1, A N Mistry

  • 1Food and Nutrition Section, College of Home Economics, Texas Tech University, Lubbock 79409.

Journal of the American Dietetic Association
|October 1, 1988
PubMed
Summary
This summary is machine-generated.

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Students often change answers on food and nutrition objective tests, with most changes improving scores. It is advisable for students to reconsider and change answers if they feel a different choice is better.

Area of Science:

  • Educational Psychology
  • Nutrition Education

Background:

  • Objective tests are common in university courses.
  • Student test-taking strategies can impact academic performance.

Purpose of the Study:

  • To investigate the frequency and impact of answer-changing on objective tests.
  • To analyze factors influencing answer-changing behavior in a food and nutrition course.

Main Methods:

  • Analysis of student responses on objective tests in a university food and nutrition course.
  • Quantification of answer changes, score impact, and correlation with student demographics and performance.

Main Results:

  • Approximately 4% of responses were changed, with a 3:1 ratio of wrong-to-right to right-to-wrong changes.

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  • Most students changed answers, with a 3:1 ratio of score gains to losses.
  • Higher-achieving students made fewer answer changes.

    • Conclusions:

    • Changing answers on objective tests can be beneficial for students in food and nutrition.
    • Educators should encourage students to trust their judgment and change answers when appropriate.
    • Answer-changing behavior is generally not related to student sex.