Test Performance as a Function of Expected Form and Difficulty.

Foos, Paul W.

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Peer reviewed

ERIC Number: EJ453800

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0973

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Test Performance as a Function of Expected Form and Difficulty.

Foos, Paul W.

Journal of Experimental Education, v60 n3 p205-11 Spr 1992

Effects of expected form and expected difficulty of a test were examined for 84 college students expecting an easy or difficult multiple-choice or essay examination but taking a combined test. Results support the hypothesis that individuals work harder, rather than reduce their effort, when difficult work is expected. (SLD)

Descriptors: College Students, Difficulty Level, Essay Tests, Expectation, Higher Education, Multiple Choice Tests, Performance, Student Attitudes, Student Motivation, Test Format, Test Results

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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