Abstract
The effectiveness of a strategy for improving per formance on multiple-choice items for examinees was assessed. An aptitude-treatment interaction model was used to test the possibility of different treatment effects for examinees with different levels of test anxiety. Un dergraduate measurement students responded to the Mandler-Sarason Test Anxiety Scale and to an objective test covering course content. For low-anxious exam inees, generation of an answer before selecting a multi ple-choice response led to higher test performance; for highly test anxious examinees, there was a slightly nega tive effect on performance.
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