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Childs  \nOntario Institute for Studies in Education, University of Toronto  \nSusan Elgie  \nOntario Institute for Studies in Education, University of Toronto  \nAmanda Brijmohan  \nOntario Institute for Studies in Education, University of Toronto  \nJinli Yang  \nOntario Institute for Studies in Education, University of Toronto  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:4 (2019)©2019 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nFifth-grade students watched a short video and then responded to multiple-choice items, including several without correct answers. Based on computer-supported stimulated recall and semi-structured interviews, we tested three common assumptions about what students are thinking when they respond to multiple-choice items in spite of being uncertain of the correct answer. We found that none of the assumptions applied to all students. For example, many of the students believed leaving items blank was unacceptable, in part because it might create the impression that they were not trying on a test. Furthermore, although most students recognized when they were uncertain, a few did not.  \nKeywords: multiple-choice items, response processes, uncertainty, meta-memory, guessing  \nRésumé  \nDes étudiants de 5e année ont visionné un court vidéo puis ont répondu à un questionnaire à choix multiple, dont certaines questions ne contenaient pas la bonne réponse parmi les choix. Sur la base de rappels stimulés par ordinateur et d’entrevues semi-structurées, nous avons testé trois présomptions communes concernant ce que pensent les étudiants lorsqu’ilsrépondent à des questionnaires à choix multiple devant l’incertitude qu’une réponse est bonne. Les résultats démontrent qu’aucune de ces présomptions ne s’applique à tous les étudiants. Par exemple, plusieurs d’entre eux pensaient qu’il était inacceptable de laisserune question sans réponse, en partie parce que cela pouvait créer l’impression qu’ils n’ont pas essayé. Par ailleurs, alors que la plupart des étudiants ont reconnu lorsqu’ils étaientincertains, ce n’est pas le cas de tous.  \nMots-clés : questions à choix multiple, processus de réponse, incertitude, métamémoire, deviner  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:4 (2019) [www.cje-rce.ca](www.cje-rce.ca)  \nAcknowledgements  \nThank you to the fifth-grade students and their parents. Thank you to Amanda K. Ferguson, Marija Glisic, Christine Pouliot, Sara Rattanasithy, Tanya Scerbina, Tian Tang, Mike Tecson, and Jingshun Zhang for their contributions as research assistants on this project. Funding for this study was provided by the Social Sciences and Humanities Research Council of Canada.  \nCanadian Journal of Education / Revue canadienne de l’éducation 42:4 (2019) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nImagine someone is answering a series of multiple-choice items in the form of a test. What the test-taker responds to each item is easy to study: We can look at the answer sheet or, if the test was administered on the computer, an electronic file. If the item has four response options labelled A to D, the response record will contain a series of those letters and, possibly, blanks where the test-taker did not respond.  \nHow the test-taker responds is more difficult to study. They may have read the item and selected the response option they believed was correct. They may have guessed, with or without first reading and trying to answer the item. If guessing, they may have chosen randomly among all of the response options, or eliminated some options as unlikely before choosing among those that remained. They may have chosen to leave the item blank. To complicate matters further, they may have used different approaches for different parts of the test.  \nAlthough diffic","cbCaideOUSJdtwRS","https://ap.wps.com/l/cbCaideOUSJdtwRS","pdf",518179,26,"English","# Abstract\n# Introduction\n# Perceptions of Uncertainty\n# Acknowledgements","[{\"question\":\"What did fifth-grade students do during the study?\",\"answer\":\"Students watched a short video and then responded to multiple-choice items, including some where the correct answer was not present among the options.\"},{\"question\":\"Which method was used to understand students’ thinking?\",\"answer\":\"The study used computer-supported stimulated recall and semi-structured interviews to examine students’ response processes.\"},{\"question\":\"What were the main findings about common assumptions?\",\"answer\":\"None of the tested assumptions applied to all students. For example, many students viewed leaving items blank as unacceptable, and not all students recognized when they were uncertain.\"}]","What if I don’t know the answer? - Fifth-grade Students’Responses to Uncertainty in Test-Taking | PDF",1792082295,66]