STUDENT USE OF TEST-WISENESS STRATEGIES IN SOLVING MULTIPLE-CHOICE CHEMISTRY EXAMINATIONS

Test-wiseness strategies used by 11 general chemistry students as they answered a 15-item multiple-choice examination were investigated usin g a think-aloud technique. A coding scheme based on a published classi fication of test-wiseness strategies was developed and transcripts wer e coded using the scheme. Finally, the frequency of each type of strat egy that appeared was tabulated. The most common strategies were those that did not compromise the validity of the examination: error avoida nce, elimination of incorrect responses, checking responses, and optim al time management. A less common set of strategies helped students ga in points beyond those for specific content knowledge. These include d eductive reasoning strategies such as similar options, opposing option s, absurd options, and an umbrella term. This evidence further support s the idea that test-wiseness strategies are independent of subject ar ea. Excepts from the transcripts illustrate the strategies employed an d support the idea that students be required to write justifications f or responses to multiple-choice items (Tamir, 1990).