Tracking the Decision-Making Process in Multiple-Choice Assessment: Evidence from Eye Movements.

This study investigated students' decision-making processes in a knowledge-assessing multiple-choice (MC) test using eye-tracking methodology. More precisely, the gaze bias effect (more attention to more preferred options) and its relation to domain knowledge were the focus of the study. Eye movements of students with high (HPK) and low (LPK) prior domain knowledge were recorded while they solved 21 MC items. Afterwards, students rated every answer option according to their subjective preference. As expected, both HPK and LPK students showed a gaze bias towards subjectively preferred answer options, whereby HPK students spent more time on objectively correct answers. Furthermore, a fine-grained time-course analysis showed similar patterns of attention distribution over time for both HPK and LPK students, when focusing on subjective preference levels. Thus, these data offer a new perspective on knowledge-related MC item solving and provide evidence for the generalizability of the gaze bias effect across decision tasks. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]