Item characteristics and answer-changing behaviors.
Difficulty and discrimination indices on 113 multiple-choice test items were compared with points gained or lost from students' changing answers. Difficulty of items was not significantly correlated with score gain from changing answers, a result consistent with previous research. Item discrimination had a low correlation with test score gain from changing answers, a result not consistent with previous research.
Ballance
Collin T
CT
Mathematics Department, Aquinas College, 4210 Harding Road, Nashville, TN 37205, USA. ballancec@aquinas-tn.edu