The Effect of Semantically Ordered Computerized Test Questions on Student Performance and Behavior

Abstract

This study examines the strategies used in answering a computerized multiple-choice test where the items have been semantically blocked (all questions on a semantic topic grouped together) or unblocked (semantics randomly distributed throughout the test). Student subjects had almost total control to navigate the test in any way they chose and also to reorder the organization of the multiple-choice items. The strategies were captured using a non-intrusive computer logging mechanism that records the actions of the subjects. Correlation analysis was used to evaluate the strategies that the subjects employed in completing the test. The findings indicate that students grouped by performance on the test used distinctly different strategies in completing the test. It is proposed that the differences are due to distinct cognitive processes between the groups.