How does the order of questions affect student performance during the exam?

The sequencing of questions on an exam can significantly influence student performance, particularly when easier questions are placed at the beginning. Starting with easier questions allows students to gain confidence as they successfully answer items they perceive as manageable. This initial success can create a positive mindset, motivating students to continue performing well on subsequent questions. Moreover, this practice can help establish a rhythm and reduce anxiety, which is often heightened during testing situations.

In contrast, if students were to face difficult questions right away, they might feel overwhelmed or discouraged, potentially affecting their performance on the rest of the exam. The psychological impact of starting with familiar or less challenging content establishes a foundation for success and enhances overall test-taking strategies.

The other options do not align with the understanding of how psychological factors, such as confidence and anxiety, influence performance during assessments. For instance, suggesting that difficulty does not impact performance disregards the substantial evidence indicating that familiarity and confidence play key roles in students' ability to tackle a test effectively. Additionally, answering questions in random order can disrupt a student’s flow and may lead to heightened confusion, while stating that only the last questions matter overlooks the cumulative effect of the entire exam on the student’s mindset and performance.