Intertopical Sequencing of Multiple-Choice Questions: Effect on Exam Performance andTesting Time

Document Type



Published by Taylor & Francis Ltd. in the Journal of Education for Business, volume 70 issue 2, 1994. Bryant users may access this article here.

Publication Source

Journal of Education for Business


A 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.