Test Item Arrangement and Student Performance in Principles of Marketing Examination: A Replication Study

Abstract

The use of multiple versions of objective exams which vary in test question sequences has raised concern that such a practice may unconsciously bias students' examination scores. This issue has not been explored with respect to the principles of marketing course, where the use of such a testing practice is often necessitated by crowded sections. The current experiment attempts to broaden such knowledge. It replicates previous research that explored the effect of question sequencing on exam performance of marketing students as it related to memory factors. Unlike the earlier study, question sequencing is found to have no significant effect on examination performance.