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Autor/in | Mercer, Maryann |
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Titel | Answer Changing and Students' Test Scores. |
Quelle | (1979), (12 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Achievement Tests; Age Differences; Answer Sheets; Content Analysis; Elementary Education; Low Ability Students; Mathematics; Objective Tests; Reading; Research Reports; Response Style (Tests); Scores; Sex Differences Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Age; Difference; Age difference; Altersunterschied; Inhaltsanalyse; Elementarunterricht; Mathematik; Objektiver Test; Leseprozess; Lesen; Research report; Forschungsbericht; Antwortverhalten; Sex difference; Geschlechtsunterschied |
Abstract | The effects of objective test answer changing on total test scores of students in grades 4 through 7, and the influences of sex, grade level, test content, and their interrelationships were examined. Standardized tests in reading and mathematics were administered at grade level and out-of-level. Answer changing was assessed by observing responses and erasures on the answer sheets. Results indicated: (1) answer changing increased total test scores; (2) high scoring students did not make significantly fewer answer changes than low scoring students; (3) males made significantly more wrong-right answer changes than females in mathematics tests at grade level; (4) sex and the interaction between sex and grade level did not influence the proportion of total answer changes; (5) sex, grade level, and their interaction did not influence the proportion of total wrong-right answer changes; and (6) test content appeared to be related to the proportion of total wrong-right answer changes, although there was no consistent pattern over the student/test grade level groups. (MH) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |