HKIER

Abstract

This paper examines the question of whether the ordering of questions in a test has a bearing on students' scores on that test. Folklore suggests that it is preferable to put the easier items at the beginning of the test, as this will have a positive motivational effect on students taking the test. The results of the current study indicate that this is not the case. A questionnaire administered to students indicated that while students are aware of where the easy and difficult items lie in a test, the order in which the items are presented affects neither their attitude towards how they approached the test nor on their overall scores.

摘要

本文探討測驗中問題的次序是與學生得分有關係。一般人認為應把較易的項目安排在測驗開端，受試學生會因而產生正面的動機效應。但本研究的結果卻是相反。學生問卷調查顯示學生雖留意到測驗裏難易的項目的分佈情況，項目的次序卻沒有影響他們做測驗的態度或他們的整體得分。