An Examination of Item Review in a Metacognitive Context

• In Event: Roundtable Session 16
  In Roundtable Session: Cognition and Assessment Roundtable

Abstract

The testing literature examining the effects of changing answers on multiple-choice tests, has consistently found that examinees are hesitant to change their answers on multiple-choice tests although their scores usually increase when such changes are made. However this literature has failed to take into account the metacognitive processes used while examinees respond to tests. The purpose of our study was to holistically examine the issue of item review in relation the student’s ability to monitor their behavior while responding to multiple-choice tests. The findings of this study suggest that by using the metacognitive strategy of monitoring, students were able to use their confidence level to guide them during item review.

Authors

• Elena C. Papanastasiou, University of Nicosia

• Agni Stylianou-Georgiou, University of Nicosia