The effects of objective test answer changing on total test scores of students in grades 4 through 7, and the influences of sex, grade level, test content, and their interrelationships were examined. Standardized tests in reading and mathematics were administered at grade level and out-of-level. Answer changing was assessed by observing responses and erasures on the answer sheets. Results indicated: (1) answer changing increased total test scores; (2) high scoring students did not make significantly fewer answer changes than low scoring students; (3) males made significantly more wrong-right answer changes than females in mathematics tests at grade level; (4) sex and the interaction between sex and grade level did not influence the proportion of total answer changes; (5) sex, grade level, and their interaction did not influence the proportion of total wrong-right answer changes; and (6) test content appeared to be related to the proportion of total wrong-right answer changes, although there was no consistent pattern over the student/test grade level groups. (MH)