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Does the Answer Order Matter on Multiple-Choice Exams?

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Joel Tellinghuisen and Michelle M. Sulikowski

Department of Chemistry, Vanderbilt University, Nashville, TN 37235

J. Chem. Educ., 2008, 85 (4), p 572

DOI: 10.1021/ed085p572

Publication Date (Web): April 1, 2008

Abstract

Surprising version-dependent differences are noted in student performance on certain questions in a standardized general chemistry exam. The exam in question has two versions, on which both questions and answers are ordered differently. For the questions suspected of answer-order bias, the performance is better in ten of twelve cases when students see the correct answer earlier in the list of four choices. Expansion of the study to more abundant data for the same exam from the ACS DivCHED Examinations Institute supports the interpretation of these observations as a primacy effect, characteristic of guessing, but with an aversion for the first choice. However, the single problem that shows the greatest disparity between versions in both data sets is one most chemists would view as so simple as to make guessing unnecessary, hence unlikely as an explanation.

Keywords (Audience):

Graduate Education / Research

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Resources for Student Assessment

Keywords (Pedagogy):

Misconceptions / Discrepant Events

Keywords (Subject):

Chemometrics

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This article has been cited by 2 ACS Journal articles (2 most recent appear below).

Investigating Factors That Influence Item Performance on ACS Exams
Jacob Schroeder, Kristen L. Murphy, and Thomas A. Holme
Journal of Chemical Education2012 Article ASAP
- Investigating Factors That Influence Item Performance on ACS Exams
  Jacob Schroeder, Kristen L. Murphy, and Thomas A. Holme
  Journal of Chemical Education2012 Article ASAP
  General chemistry tests from the Examinations Institute of the Division of Chemical Education of the American Chemical Society have been analyzed to identify factors that may influence how individual test items perform. In this paper, issues of item order ...
  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links
Using Item Response Theory To Assess Changes in Student Performance Based on Changes in Question Wording
Kimberly D. Schurmeier, Charles H. Atwood, Carrie G. Shepler, Gary J. Lautenschlager
Journal of Chemical Education2010 87 (11), 1268-1272
- Using Item Response Theory To Assess Changes in Student Performance Based on Changes in Question Wording
  Kimberly D. Schurmeier, Charles H. Atwood, Carrie G. Shepler, Gary J. Lautenschlager
  Journal of Chemical Education2010 87 (11), 1268-1272
  Five years of longitudinal data for general chemistry student assessments at the University of Georgia have been analyzed using item response theory (IRT). Our analysis indicates that minor changes in question wording on exams can make significant ...
  Abstract | Full Text HTML | Hi-Res PDF | PDF w/ Links