Study findings indicate that exposure to a statement on a true-false test increased college students' (N=64) tendency to believe the statement was true, regardless of whether the statement actually was true or false. In contrast to previous research, these findings support existence of a negative suggestion effect for true-false exams. (IAH)

Contrary to popular belief, and in accordance with research over a long period of time, changed answers to objective test items tend to be correct. (MJB)

Answer changes on tests are more likely to be made on items early in a group of questions, toward the end of a test, and on difficult items. The reasons for this student behavior are examined. (Editor/JD)

The author presents a formula for scoring true-false and multiple-choice questions which produces a score directly related to the number of incorrect alternatives the student is able to eliminate on each question.

This study investigated the generality of the negative suggestion effect in objective tests. College students read text passages and took objective tests. Later, they rated statements' validity, including statements from the initial test. Students were more likely to consider objectively false statements true if they had appeared on the earlier…

Two common strategies for assessing writing techniques and objective techniques are compared in a study of third-grade students. Student performance on selected response and constructed response test items, measuring the identification and construction of complete sentences, is compared. Results suggest that selected response items may lack…

Results indicated that the pupil-centric pattern was superior to teacher-centric instruction in terms of student achievement. Student attitudes toward the effectiveness of the teacher's performance were improved as a result of the pupil-centric instructional pattern. (Author)