Effects of Test Expectation on Multiple-Choice Performance and Subjective Ratings
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Undergraduates studied the definitions of 16 psychology terms, expecting either a multiple-choice ( n = 132) or short-answer ( n = 122) test. All students then received the same multiple-choice test, requiring them to recognize the definitions as well as novel examples of the terms. Compared to students expecting a multiple-choice test, those expecting a short-answer test performed similarly on example questions but significantly better on definition questions. Students in these 2 test-expectation conditions also differed in several subjective ratings of their study and test taking. The results suggest that students do not typically study in an optimal way for multiple-choice tests.
2020 ◽
Vol 4
(3)
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pp. 272
1998 ◽
Vol 14
(3)
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pp. 197-201
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1965 ◽
Vol 16
(3_suppl)
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pp. 1193-1196
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2010 ◽
Vol 1
(4)
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pp. 32-41
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1977 ◽
Vol 2
(4)
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pp. 235-256
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