An investigation was undertaken of end-of-course reactions of students who experienced varying numbers of test-taking failures during an introductory psychology course presented under two different formats: a mastery structure (multiple study/test options and absolute grading standards) and a conventional structure (one try on each midterm with…

This study investigated the motivational and performance consequences of two features of task-mastery learning structures: retesting opportunities and criterion-referenced grading. College students were assigned either to a norm-referenced (competitive) or a criterion-referenced grading system, and to either a single-test or retest condition.…

Two fundamental components of behavioral instruction were investigated: the reported testing feature and absolute performance standards. The component analysis was conducted by offering an undergraduate psychology course simultaneously along two dimensions: grading systems and number of study/test cycles. The 425 college student subjects were…