Retention in an Actual Classroom Setting as a Function of Type and Complexity of Tests.

Halpin, Glennelle; And Others

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Peer reviewed

ERIC Number: EJ254536

Record Type: CIJE

Publication Date: 1981

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Retention in an Actual Classroom Setting as a Function of Type and Complexity of Tests.

Halpin, Glennelle; And Others

Educational Research Quarterly, v6 n2 p45-51 Sum 1981

With college graduate students in actual classroom settings, the effects of taking a recall test, a recognition test, or no test on retention four weeks later were studied. Results indicated that simply taking an exam had no significant effect on retention. (Author/GK)

Descriptors: Academic Achievement, Concept Formation, Difficulty Level, Higher Education, Knowledge Level, Recall (Psychology), Recognition (Psychology), Retention (Psychology), Test Format, Test Items

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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