After examining this study, you may decide never again to be concerned about item order in your examinations.
Get full access to this article
View all access options for this article.
References
1.
BarcikowskiR. S.OlsenH.Test item arrangement and adaptation level. Journal of Psychology, 1975, 90, 87–93.
2.
BrennerM. H.Test difficulty, reliability, and discrimination as functions of item difficulty order. Journal of Applied Psychology, 1964, 48, 98–100.
3.
CronbachL. J.Further evidence on response sets and test design. Educational and Psychological Measurement, 1950, 10, 3–31.
4.
FlaugherR. L.MeltonR. S.MyersC. T.Item arrangement under typical test conditions. Educational and Psychological Measurement, 1968, 28, 813–824.
5.
FrenchJ. L.GreerD.Effect of test-item arrangement on physiological and psychological behavior in primary-school children. Journal of Educational Measurement, 1964, 1, 151–153.
6.
HuckS. W.BowersN. D.Item difficulty level and sequence effects in multiple-choice achievement tests. Journal of Educational Measurement, 1972, 9, 105–111.
7.
HughsG. E.PrytulaR. E.SchnelleJ. F.Relationship between a forward learning set and three orders of multiple-choice examinations. Psychological Reports, 1974, 34, 727–733.
8.
KlosnerN. C.GellmanE. K.The effect of item arrangement on classroom test performance: Implications for content validity. Educational and Psychological Measurement, 1973, 33, 413–418.
9.
MarsoR. N.Test item arrangement, testing time, and performance. Journal of Educational Measurement, 1970, 7, 113–118.
10.
McKeachieW. J.PollieD.SpeismanJ.Relieving anxiety in classroom examinations. Journal of Abnormal and Social Psychology, 1955, 50, 93–98.
11.
MonkJ. J.StallingsW. M.Effect of item order on test scores. Journal of Educational Research, 1970, 63, 463–465.
12.
MunzD. C.SmouseA. D.Interaction effects of item-difficulty sequence and achievement-anxiety reaction on academic performance. Journal of Educational Psychology, 1968, 59, 370–374.
13.
NormanR. D.The effects of a forward-retention set on an objective achievement test presented forwards or backwards. Educational and Psychological Measurement, 1954, 14, 487–498.
14.
SaxG.CarrA.An investigation of response sets on altered parallel forms. Educational and Psychological Measurement, 1962, 22, 371–376.
15.
SaxG.CromackT. R.The effects of various forms of item arrangements on test performance. Journal of Educational Measurement, 1966, 3, 309–311.
16.
SmouseA. D.MunzD. C.The effects of anxiety and item difficulty sequence on achievement testing scores. Journal of Psychology, 1968, 68, 181–184.
17.
TowleN. J.MerrillP. F.Effects of anxiety type and item difficulty sequencing on mathematics test performance. Journal of Educational Measurement, 1975, 12, 241–249.
18.
American College Testing Program.Taking the ACT assessment 1978-1979. Iowa City, IA: American College Testing Program, 1978.
19.
D'AgostinoP. R.The blocked-random effect in recall and recognition. Journal of Verbal Learning and Verbal Behavior, 1969, 8, 815–820.
20.
KintschW.Recognition and free recall of organized lists. Journal of Experimental Psychology, 1968, 78, 481–487.
21.
MandlerG.Organization and recognition. In TulvingE.DonaldsonW. (Eds.), Organization of memory.New York: Academic Press, 1972.
22.
McCormackP. D.Recognition memory: How complex a retrieval system?. Canadian Journal of Psychology, 1972, 26, 19–41.
23.
SchmittJ. C.ScheirerC. J.The effect of item order on objective tests. Teaching of Psychology, 1977, 4, 144–145.
24.
SpiersP. A.PihlR. O.The effect of study habits, personality and order of presentation on success in an open-book objective examination. Teaching of Psychology, 1976, 3, 33–34.
25.
TulvingE.Episodic and semantic memory. In TulvingE.DonaldsonW. (Eds.), Organization of memory.New York: Academic Press, 1972.
26.
TulvingE.DonaldsonW.Organization of memory.New York: Academic Press, 1972.
27.
TulvingE.ThomsonD. M.Encoding specificity and retrieval processes in episodic memory. Psychological Review, 1973, 80, 352–373.
