Objective: This study examined differences in exam answer changing behavior among baccalaureate students based on program pace, semester in the program, exam scores, and grade point average.
Design: The study is a retrospective review of quantitative data.
Setting: The data was collected using standardized testing results taken by students at a private, liberal arts university in the midwestern United States.
Participants: 774 normed standardized nursing exams were reviewed retrospectively for number and type of answer changes and analyzed between traditional and accelerated baccalaureate students early, middle, and late in the curriculum.
Results: Most answer changes (50%) were beneficial to grades. Answer changing decreased late in the program. Students scoring higher changed fewer answers. Program pace and grade point average did not influence answer changing.
Conclusion: Answer changing should not be generally discouraged. Promoting adequate preparation and test taking skills may benefit nursing students, especially early in programs.
Keywords: Examination; Nursing students; Test taking skills; Undergraduate.
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