Document Type


Date of Degree Completion

Spring 2018

Degree Name

Master of Science (MS)



Committee Chair

Tonya Buchanan

Second Committee Member

Susan Lonborg

Third Committee Member

Kara Gabriel


Marking on paper tests (e.g., crossing-out incorrect answers) has been associated with improved test performance, especially for students with higher test anxiety. Despite these benefits, marking has not been implemented or evaluated on computer-administered tests. After measuring test anxiety in participants using an adapted version of the Test Anxiety Inventory Short-form (TAI-5C), we randomly assigned participants to either the required-mark (n = 85) or control (n = 88) condition and measured test performance on 18 practice Scholastic Aptitude Test (SAT) math questions. A multiple regression was performed to model test performance from test anxiety, condition group, and their interaction, R2 = .08, F (3, 169) = 5.17, p < .01. We found that only test anxiety impacted test performance significantly, β = -0.06, p < .01. We discuss these findings, the limitations of our study, and suggest alternatives which may enhance the test taker experience during computer-administered tests.