Does difficulty-based item order matter in multiple-choice exams? (Empirical evidence from university students)

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dc.authoridSad, Nihat/0000-0002-3169-2375
dc.authorwosidSad, Nihat/AAD-5926-2020
dc.contributor.authorSad, Suleyman Nihat
dc.date.accessioned2024-08-04T20:46:49Z
dc.date.available2024-08-04T20:46:49Z
dc.date.issued2020
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThis empirical study aimed to investigate the impact of easy first vs. hard first ordering of the same items in a paper and-pencil multiple-choice exam on the performances of low, moderate, and high achiever examinees, as well as on the item statistics. Data were collected from 554 Turkish university students using two test forms, which included the same multiple-choice items ordered reversely, i.e. easy first vs. hard first. Tests included 26 multiple-choice items about the introductory unit of Measurement and Assessment course. The results suggested that sequencing the multiple-choice items in either direction from easy to hard or vice versa did not affect the test performances of the examinees no matter whether they are low, moderate or high achiever examinees. Finally, no statistically significant difference was observed between item statistics of both forms, i.e. the difficulty (p), discrimination (d), point biserial (r), and adjusted point biserial (adj. r) coefficients.en_US
dc.identifier.doi10.1016/j.stueduc.2019.100812
dc.identifier.issn0191-491X
dc.identifier.scopus2-s2.0-85073474501en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.stueduc.2019.100812
dc.identifier.urihttps://hdl.handle.net/11616/98979
dc.identifier.volume64en_US
dc.identifier.wosWOS:000528009000010en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.relation.ispartofStudies in Educational Evaluationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMultiple-choice examsen_US
dc.subjectDifficulty-based item sequencingen_US
dc.subjectItem orderen_US
dc.subjectTest performanceen_US
dc.titleDoes difficulty-based item order matter in multiple-choice exams? (Empirical evidence from university students)en_US
dc.typeArticleen_US

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