Gaskins S, Dunn L, Forte L, Wood F, Riley P
Capstone College of Nursing, University of Alabama, Tuscaloosa 35487-0358, USA.
J Nurs Educ. 1996 Feb;35(2):88-90. doi: 10.3928/0148-4834-19960201-09.
The belief that changing answers on examinations is detrimental persists in spite of empirical research which does not support that belief. While the research in education has consistently shown that changing answers is beneficial, few studies have been done on the behavior and psychological process of changing answers. This qualitative study found that students prefer not to change answers and do not believe it is advantageous to do so. Most students took tests in such a manner that at least a portion of the questions were re-read. Reasons given for changing answers included reconsidering the answers after re-reading the question, mismarking the answer sheet, re-guessing, and receiving a clue later in the test. The students who changed answers often found they had misread the questions initially when they re-read it. Re-reading the question was most likely to result in a change from wrong to right. Re-guessing was not found to be as beneficial to the student scores.
尽管实证研究并不支持这种观点，但认为在考试中更改答案有害的观念依然存在。虽然教育领域的研究一直表明更改答案是有益的，但针对更改答案的行为和心理过程所做的研究却很少。这项定性研究发现，学生们不倾向于更改答案，也不认为这样做有好处。大多数学生在考试时会以至少重新阅读一部分问题的方式来答题。更改答案的原因包括重新阅读问题后重新思考答案、在答题卡上标记错误、再次猜测以及在考试后期得到提示。更改答案的学生常常发现，当他们重新阅读问题时，最初是读错了。重新阅读问题最有可能使答案从错误变为正确。而再次猜测对学生成绩的提升效果并不明显。
