Improving Multiple-Choice Test Performance for Examinees with Different Levels of Test Anxiety
The effectiveness of a strategy for improving per formance on multiple-choice items for examinees was assessed. An aptitude-treatment interaction model was used to test the possibility of different treatment effects for examinees with different levels of test anxiety. Un dergraduate measurement students responded to the Mandler-Sarason Test Anxiety Scale and to an objective test covering course content. For low-anxious exam inees, generation of an answer before selecting a multi ple-choice response led to higher test performance; for highly test anxious examinees, there was a slightly nega tive effect on performance.