Staying with Initial Answers on Objective Tests: Is it a Myth?

Benjamin, Ludy T.; Cavell, Timothy A.; Shallenberger, William R.

doi:10.1177/009862838401100303

Cited by 88 publications

(95 citation statements)

References 32 publications

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“…The incidence of answer changing with the IF AT was higher than that reported previously (e.g. , Benjamin, Cavell, & Shallenberger, 1984), an inherent outcome of the answer-until-correct procedure. The correction of these initially inaccurate responses represents learning during the testing process and suggests that test takers refine decision making during testing.…”

Section: Discussioncontrasting

confidence: 72%

Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

et al. 2002

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Multiple-choice testing procedures that do not provide corrective feedback facilitate neither learning nor retention. In Studies 1 and 2, the performance of participants evaluated with the Immediate Feedback Assessment Technique (IF AT) , a testing method providing immediate feedback and enabling participants to answer until correct, was compared to that of participants responding to identical tests with Scantron answer sheets. Performance on initial tests did not differ, but when retested after delays of 1 day or 1 week, participants evaluated with the IF AT demonstrated higher scores and correctly answered more questions that had been initially answered incorrectly than did participants evaluated with Scantron forms. In Study 3, immediate feedback and answering until correct was available to all participants using either the IF AT or a computerized testing system on initial tests, with the final test completed by all participants using Scantron forms. Participants initially evaluated with the IF AT demonstrated increased retention and correctly responded to more items that had initially been answered incorrectly. Active involvement in the assessment process plays a crucial role in the acquisition of information, the incorporation of accurate information into cognitive processing mechanisms, and the retrieval of correct answers during retention tests. Results of Studies 1-3 converge to indicate that the IF AT method actively engages learners in the discovery process and that this engagement promotes retention and the correction of initially inaccurate response strategies.Testing and assessment are integral to the educational process. When university or college education takes place as tutorials or in classrooms with a small number of participants, essay examinations are preferred, as they are relatively easy to construct, they allow the instructor to assess the depth and breadth of participant understanding, and they

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Section: Discussioncontrasting

confidence: 72%

Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

et al. 2002

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“…In particular, there is research examining the impact of response changes on test performance (see Benjamin et al 1984;Mueller and Wasser 1977). For example, Geiger (1991) found that changing one's response led to score gains of 3 points on average and that students underestimate the benefit of changing responses.…”

Section: Test-taking Behaviorsmentioning

confidence: 99%

“…A hallmark of effective test-taking is the evaluation of one's answers and making changes to the answers when necessary (Benjamin et al 1984). However, under conditions of evaluation apprehension individuals tend to avoid risk, are overcautious, and exert unproductive effort (Eysenck et al 2007;Geen 1985;Maner et al 2007).…”

Section: Effect Of Stereotype Threat On Test-taking Behaviorsmentioning

confidence: 99%

Examining the effects of stereotype threat on test-taking behaviors

et al. 2011

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This study examines the relationship between stereotype threat and individual test-taking behaviors. Previous research has examined the impact of stereotype threat on test scores, but little research has examined the impact of stereotype threat on the test-taking behaviors impacting those scores. Using a pre-post experimental design, stereotype threat was manipulated and test-taking behaviors (e.g., time spent per item, response changes) were measured while completing verbal ability items before and after the manipulation. The results indicated that stereotype threat minimally impacted time-related test-taking behaviors, but did impact behaviors related to response changes. Implications of the findings are discussed.

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“…C. Second-Guessing Second-guessing is an intensively studied topic in social and behavioral psychology. Research evidence showed that second-guessing was actually beneficial to people who changed their test answers (first instinct fallacy), because a complex thinking process was involved [4,5]. In sketch recognition tests, we want to know whether second-guessing had a positive or negative impact on participants' recognition rates.…”

Section: B Multi-matchmentioning

confidence: 99%

“…In cognitive psychology, multi-choice test has been used to study the uncertainties and indecisiveness in decision making strategies [4,5]. In sketch recognition tests, when given multiple sketches, volunteers showed their hesitation in the form of multi-match or second-guess.…”

Section: Introductionmentioning

confidence: 99%

Recognizing face sketches by a large number of human subjects: A perception-based study for facial distinctiveness

Zhang

Ellyson

Zone

et al. 2011

Face and Gesture 2011

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Abstract-Understanding how humans recognize face sketches drawn by artists is of significant value to both criminal investigators and researchers in computer vision, face biometrics and cognitive psychology. However, large scale experimental studies of hand-drawn face sketches are still very limited in terms of the number of artists, the number of sketches, and the number of human evaluators involved. In this paper, we reported the results of a series of psychological experiments in which 406 volunteers were asked to recognize 250 sketches drawn by 5 different artists. The primary findings are: (i) Sketch quality (artist factor) has a significant effect on human performance. Inter-artist variation as measured by the mean recognition rate can be as high as 31%; (ii) Participants showed a higher tendency to match multiple sketches to one photo than to second-guess their answers. The multi-match ratio seems correlated to the recognition rate, while second-guessing had no significant effect on human performance; (iii) For certain highly recognized faces, their rankings were very consistent using three measuring parameters: recognition rate, multi-match ratio, and secondguess ratio, suggesting that the three parameters could provide valuable information to quantify facial distinctiveness.

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Staying with Initial Answers on Objective Tests: Is it a Myth?

Cited by 88 publications

References 32 publications

Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

Examining the effects of stereotype threat on test-taking behaviors

Recognizing face sketches by a large number of human subjects: A perception-based study for facial distinctiveness

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