Multiple-Choice Exam Question Order Influences on Student Performance, Completion Time, and Perceptions

We conducted 2 studies to investigate undergraduate performance, perceptions, and time required in completing sequentially ordered, randomly ordered, or reverse ordered exams in introductory psychology classes. Study 1 compared the outcomes and perceptions of students (N = 66) on 3 non-comprehensive multiple-choice exams which were sequentially, randomly, and reverse ordered and Study 2 investigated the outcomes and perceptions of students on a multiple-choice final exam. We also measured perceived test difficulty, test anxiety, and understanding of material. There were no statistically significant differences between the scores on the different exams or the time required to complete the exam versions, but perceptions of difficulty were influenced by the version of the exam assigned. Professors should consider these findings when testing students. (Contains 1 table and 1 note.)