Making test information available before an exam: does it make a difference to students' test performance?

Students' use of test information to prepare for a test in a controlled or an actual test environment has been examined in studies outside Australia. This paper reports the findings of the use of test information and its value, in terms of an improvement/decline in marks, in an actual test of an undergraduate subject taught at an Australian university. Using a questionnaire survey of 32 students in a third year level management accounting subject, the study finds that students overall don't perceive test information useful, there is no statistically significant difference in performance between specified and unspecified questions, students' scores improve from the use of information and in some instances the improvements are statistically significant between students with different backgrounds. The paper makes a significant contribution to our understanding of the value of information (in terms of test scores) in an upcoming test. The study has implications for educators making test information available as a preferred practice or universities using it as part of a policy to improve student retention rates or supplement evaluation of students' learning.

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29th International Business Research Conference

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978-1-922069-64-1

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