https://www.selleckchem.com/products/CX-3543.html
Existing literature identifies a general positive benefit to students' examination scores when students change their answer on examinations. Current shifts toward computerized examinations and in test anxiety warrant a literature update on test-taking behaviors. This study assessed answer changing on multiple-choice examinations and investigated faculty recommendations related to answer changing. This study used a mixed-methods design using retrospective student data from ExamSoft reports and faculty responses from a national survey of
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