90 students in introductory psychology responded to a questionnaire designed to assess test-taking strategies on multiple-choice tests. The data suggested that previous studies may not have actually tested item-difficulty sequence effects since item sequence is under examinees' control.
Get full access to this article
View all access options for this article.
References
1.
AnastasiA.Psychological testing. (4th ed.) New York: Macmillan, 1976.
2.
FlaugherR. L.MeltonR. S.MyersC. T.Item rearrangement under typical test conditions. Educational and Psychological Measurement, 1968, 28, 813–824.
3.
HambletonR. K.TraubR. E.The effects of item order on test performance and stress. Journal of Experimental Education, 1974, 43, 40–46.
4.
HuckS. W.BowersN. D.Item difficulty level and sequence effects in multiple-choice achievement tests. Journal of Educational Measurement, 1972, 9, 105–111.
5.
MarsoR. N.Test item arrangement, testing time, and performance. Journal of Educational Measurement, 1970, 7, 113–118.
6.
ThorndikeR. C.HagenE.Measurement and evaluation in psychology and education. (2nd ed.) New York: Wiley, 1961.
7.
TowleN. J.MerrillP. F.Effects of anxiety type and item-difficulty sequencing on mathematics test performance. Journal of Educational Measurement, 1975, 12. 241–249.
