Reviewing and changing answers on computerized fixed-item vocabulary tests

Results obtained from computerized vocabulary tests were compared under con ditions in which item review was permitted and not permitted. Comparisons b etween the review and no-review conditions yielded no statistically signifi cant differences in number correct scores, ability estimates, or measuremen t error, but examinees in both conditions strongly desired review opportuni ties. Comparisons of answers before and after review within the review cond ition showed that only a small percentage of answers was changed (3.63%), t hat more answers were changed from wrong to right than from right to wrong (by a ratio of 2.25 to 1), that a large proportion of examinees (45%) chang ed answers to at least some questions, and that most examinees who changed answers improved their performance by doing so (by a ratio of 2.44 to 1). T he results revealed that performance gains after review were greater for ex aminees of higher ability and that review was desired more by examinees wit h higher test anxiety. The major drawback to allowing review was a 35% incr ease in testing time.