1993．第8卷（Vol. 8）．pp. 7478
Does the Ordering of Questions in a Test Affect Student Performance?
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.