The DOI matches its Crossref record; 15 of the 15 references it cites were found in a registry or an index.
Student use of test‐wiseness strategies in solving multiple‐choice chemistry examinations
Abstract
Test‐wiseness strategies used by 11 general chemistry students as they answered a 15‐item multiple‐choice examination were investigated using a think‐aloud technique. A coding scheme based on a published classification of test‐wiseness strategies was developed and transcripts were coded using the scheme. Finally, the frequency of each type of strategy that appeared was tabulated. The most common strategies were those that did not compromise the validity of the examination: error avoidance, elimination of incorrect responses, checking responses, and optimal time management. A less common set of strategies helped students gain points beyond those for specific content knowledge. These include deductive reasoning strategies such as similar options, opposing options, absurd options, and an umbrella term. This evidence further supports the idea that test‐wiseness strategies are independent of subject area. Excerpts from the transcripts illustrate the strategies employed and support the idea that students be required to write justifications for responses to multiple‐choice items (Tamir, 1990).
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“Problems with such assessments range from their potential to falsely indicate student understanding to the possibilities that they hamper critical thinking and exhibit bias against certain groups of students (Towns and Robinson, 1993; Scouller, 1998; Rogers and Harley, 1999; Paxton, 2000; Dufresne et al., 2002; Zimmerman and Williams, 2003; Stanger-Hall, 2012).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Towns and Robinson, 1993
In the citing paper
“Problems with such assessments range from their potential to falsely indicate student understanding to the possibilities that they hamper critical thinking and exhibit bias against certain groups of students (Towns and Robinson, 1993; Scouller, 1998; Rogers and Harley, 1999; Paxton, 2000; Dufresne et al., 2002; Zimmerman and Williams, 2003; Stanger-Hall, 2012).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Towns and Robinson, 1993
In the citing paper
“Problems with such assessments range from their potential to falsely indicate student understanding to the possibilities that they hamper critical thinking and exhibit bias against certain groups of students (Towns and Robinson, 1993; Scouller, 1998; Rogers and Harley, 1999; Paxton, 2000; Dufresne et al., 2002; Zimmerman and Williams, 2003; Stanger-Hall, 2012).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Towns and Robinson, 1993
In the citing paper
“and some have suggested grades may be more of a reflection of a students’ ability to understand and play the game of school than anything to do with learning (Towns and Robinson, 1993; Scouller, 1998; Stanger-Hall, 2012).”
From Teaching More by Grading Less (or Differently) (2014) · cites this paper as Towns and Robinson, 1993
Citations
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^|^ldquo;Adaptation to the Test^|^rdquo;
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Metadata
- Authors
- Towns, M. H., & Robinson, W. R.
- Affiliations
- Purdue University West Lafayette (US)
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 1993-09
- Volume
- 30
- Issue
- 7
- Pages
- 709-722
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2094072657
- Cited by
- 29
- References
- 15
- Citations by year
- 2026: 1 · 2024: 1 · 2021: 5 · 2020: 2 · 2019: 2 · 2015: 1 · 2014: 2 · 2013: 1
- FWCI
- 4.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research in Science Teaching (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Educational Assessment and Pedagogy
- Keywords
- multiple-choice tests, chemistry students, general chemistry, think-aloud, error prevention, time management
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