An examination of the relationship between answer changing, testwiseness, and examination performance

Abstract

One hundred fifty college of business students participated in this study; the relationships between multiple-choice answer-changing behavior and testwiseness skills and between these 2 variables and examination performance were examined. The results indicated that answer-changing behavior was related to performance on the multiple-choice portion of examinations but not to performance on the non-multiple-choice portion of examinations or to testwiseness scores. Testwiseness scores, however, were related to performance on both the multiple-choice and non-multiple-choice portions of the examinations, indicating that overall testwiseness skills affect performance on both types of examination items. Areas for future research are also discussed.