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- W1566510136 abstract "The purpose of this study was to observe college students behavior on five selftailored,multiple choice exams throughout a semester in relation to: a) metacognitiveability, b) self-efficacy expectations, and c) test anxiety. Additionally, the effect of a selftailoringprocedure on exam scores and content validity of the tests was observed. Selftailoredtesting was defined as an option in which students selected up to five questionsthey wanted to omit from being scored on an exam. Students metacognitive ability wasdefined as the percentage of incorrectly answered questions out of the total numberomitted. Ninety-nine college students from two sections of an educational psychologyundergraduate course participated in this study. Eighty students completed the study;seventy-one used an option to omit questions on all exams. Before taking exam 1,students answered measures of self-efficacy and test anxiety. After completing each ofthe five course exams, students marked on the back of their answer sheet up to fivequestions they wanted to be omitted from scoring. After exam 5, students answered aquestionnaire that addressed their perception of the self-tailoring procedure. MANOVA, repeated measures ANOVA, Pearson correlations, t-test and one-wayANOVA were conducted. Students made a statistically significant increase in their scoreson all exams by using the questions omitting procedure. There was a statisticallysignificant linear increase of percentages of incorrectly answered questions out of thetotal number omitted across five exams. Frequency of items that students omitted fromscoring were significantly negatively correlated with item difficulty values. The contentvalidity of the test was affected on two out of five exams based on cognitive level ofitems and on three out of five exams based on chapter coverage. Students self-efficacyexpectations and test anxiety were not related to the likelihood to apply the self-tailoringprocedure or to the degree of success students had in applying the procedure. The studyprovided a new perspective on self-tailored tests in college classroom with implicationsfor teaching, assessment, and students metacognitive abilities." @default.
- W1566510136 created "2016-06-24" @default.
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- W1566510136 date "2008-01-01" @default.
- W1566510136 modified "2023-09-27" @default.
- W1566510136 title "College students' behavior on multiple choice self-tailored exams in relation to metacognitive ability, self-efficacy, and test anxiety" @default.
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