Answer changing in testing situations: the role of metacognition in deciding which answers to review
Author:
Affiliation:
1. School of Education, Department of Education, University of Nicosia, Nicosia, Cyprus
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/13803611.2017.1390479
Reference36 articles.
1. Staying with Initial Answers on Objective Tests: Is it a Myth?
2. A power primer.
3. The instinct fallacy: the metacognition of answering and revising during college exams
4. Does Answer-Changing Affect Test Quality?
5. Assessing test‐taking strategies of university students: developing a scale and estimating its psychometric indices
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