Abstract
Abstract This study extends previous research on the relationship between student performance and intertopical sequencing of items on multiple-choice examinations. Students in college accounting courses were randomly administered one of two exam versions for each of six exams over the course of two semesters. Exam versions contained either forwardly ordered (i.e., corresponding with sequence of class coverage) or randomly ordered items. No differences were found in test scores or time for completion of the multiple-choice portion of the examinations as a function of exam version. The findings provide additional evidence that the use of different multiple-choice test versions does not have a negataive effect on students' performance in these two important examination aspects.
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