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Related Experiment Videos

An analysis of response changes on objective test questions.

D E Huntley1

  • 1Wichita State University, Kansas 67208.

Journal of Allied Health
|May 1, 1985
PubMed
Summary

Changing answers on dental hygiene exams often improves scores, contrary to popular belief. More wrong answers were corrected to right than right answers changed to wrong, boosting overall grades.

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Area of Science:

  • Dental Education
  • Educational Psychology

Background:

  • Conventional wisdom in education often discourages students from changing answers on objective tests.
  • Concerns exist that altering initial responses may negatively impact academic performance.

Purpose of the Study:

  • To investigate the impact of answer response changes on student performance in dental hygiene examinations.
  • To determine if changing answers, particularly from wrong to right, benefits overall test scores.

Main Methods:

  • Two classes of dental hygiene students (30 students each) participated.
  • Response changes on multiple-choice questions (quizzes, midterms, final exams) were categorized (wrong to right, right to wrong, wrong to wrong).
  • Analysis compared actual grades with revised grades after considering response changes.

Main Results:

  • Significantly more responses were changed from wrong to right than from right to wrong.
  • Answer changes were more frequent for low and moderate difficulty items compared to high difficulty items.
  • Students in the top academic third made the fewest response changes.
  • Response changes led to a significant improvement in overall student grades.

Conclusions:

  • Contrary to educational myths, changing answers on objective tests can be beneficial for dental hygiene students.
  • Encouraging students to analyze their response change patterns can enhance their test-taking strategies.
  • Faculty should consider the positive impact of answer modification on student assessment outcomes.

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