Ferguson Kristi J, Kreiter Clarence D, Peterson Michael W, Rowat Jane A, Elliott Scott T
Office of Consultation and Research in Medical Education, 1204 MEB, University of Iowa College of Medicine, Iowa City, IA 52242, USA.
Teach Learn Med. 2002 Winter;14(1):20-3. doi: 10.1207/S15328015TLM1401_6.
Whether examinees benefit from the opportunity to change answers to examination questions has been discussed widely.
This study was undertaken to document the impact of answer changing on exam performance on a computer-based course examination in a second-year medical school course.
This study analyzed data from a 2 hour, 80-item computer delivered multiple-choice exam administered to 190 students (166 second-year medical students and 24 physician's assistant students).
There was a small but significant net improvement in overall score when answers were changed: one student's score increased by 7 points, 93 increased by 1 to 4 points, and 38 decreased by 1 to 3 points. On average, lower-performing students benefited slightly less than higher-performing students. Students spent more time on questions for which they changed the answers and were more likely to change items that were more difficult.
Students should not be discouraged from changing answers, especially to difficult questions that require careful consideration, although the net effect is quite small.
考生是否能从更改考试答案的机会中受益已被广泛讨论。
本研究旨在记录在医学院二年级课程的计算机考试中，更改答案对考试成绩的影响。
本研究分析了对190名学生（166名二年级医学生和24名医师助理学生）进行的一场时长2小时、共80道题的计算机化多项选择题考试的数据。
更改答案后，总体分数有小幅但显著的净提高：一名学生的分数提高了7分，93名学生提高了1至4分，38名学生降低了1至3分。平均而言，成绩较差的学生受益略少于成绩较好的学生。学生们在更改答案的题目上花费了更多时间，并且更有可能更改较难的题目。
不应阻止学生更改答案，尤其是对于需要仔细思考的难题，尽管净效果相当小。
