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
Cites
Handbook on Formative and Summative Evaluation of Student Learning
Eisner, E. W., Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1972) · Studies in Art Education · doi:10.2307/1319918 · Cited by 1,810
Millman, J., Bishop, C. H., & Ebel, R. L. (1965) · Educational and Psychological Measurement · doi:10.1177/001316446502500304 · Cited by 317
A technology for test-item writing
Roid, G. H., & Haladyna, T. M. (1981) · Bibliothèque et Archives nationales du Québec (Québec government) · Cited by 163
Constructing Achievement Tests
Madaus, G. F., & Stufflebeam, D. L. (1989) · Springer eBooks · doi:10.1007/978-94-009-2679-0_3 · Cited by 137
Misconceptions of Physical Science Concepts Among Elementary School Teachers
Lawrenz, F. P. (1986) · School Science and Mathematics · doi:10.1111/j.1949-8594.1986.tb11669.x · Cited by 89
The effect of language on student performance on multiple choice tests in chemistry
Cassels, J. R. T., & Johnstone, A. H. (1984) · Journal of Chemical Education · doi:10.1021/ed061p613 · Cited by 79
Justifying the selection of answers in multiple choice items
Tamir, P. (1990) · International Journal of Science Education · doi:10.1080/0950069900120508 · Cited by 77
GRADE LEVEL, SEX, AND SELECTED ASPECTS OF TEST‐WISENESS1
Slakter, M. J., Koehler, R. A., & Hampton, S. H. (1970) · Journal of Educational Measurement · doi:10.1111/j.1745-3984.1970.tb00705.x · Cited by 38
Knowledge of terms and problem‐solving in chemistry
Sumfleth, E. (1988) · International Journal of Science Education · doi:10.1080/0950069880100105 · Cited by 28
Behavior during Examinations: A Comparison of “A,” “C,” and “F” Students
McClain, L. (1983) · Teaching of Psychology · doi:10.1207/s15328023top1002_2 · Cited by 28
Research works printed but not linked: 4
- Cassels J. R. T., 1980, Understanding of non‐technical words in science: A report of a research exercise
- Hamby M. L.(1990).Student use of test‐wiseness strategies in solving multiple choice chemistry exams. Unpublished master's thesis Purdue University West Lafayette IN.
- 10.3102/00028312005004616 · DOI
- Phillips A., 1983, Test taking skills: Incorporating them into the curriculum
Cited by
Teaching More by Grading Less (or Differently)
Schinske, J., & Tanner, K. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.cbe-14-03-0054 · Cited by 326
Boevé, A. J., Meijer, R. R., Albers, C. J., Beetsma, Y., & Bosker, R. (2015) · PLoS ONE · doi:10.1371/journal.pone.0143616 · Cited by 86
Development and Validation of a Four-Tier Diagnostic Instrument for Chemical Kinetics (FTDICK)
Habiddin, H., & Page, E. M. (2019) · Indonesian Journal of Chemistry · doi:10.22146/ijc.39218 · Cited by 84
Les stratégies d’apprentissage : un cadre de référence simplifié
Bégin, C. (2008) · Revue des sciences de l éducation · doi:10.7202/018989ar · Cited by 120
Tan, K. C. D., Taber, K. S., Goh, N. K., & Chia, L. S. (2005) · Chemistry Education Research and Practice · doi:10.1039/b5rp90009c · Cited by 62
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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