Research Alive: How Accurate Is the Conventional Wisdom about Classroom Testing Practices?.

Snowman, Jack

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Peer reviewed

ERIC Number: EJ474836

Record Type: CIJE

Publication Date: 1993

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-1056-3997

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Research Alive: How Accurate Is the Conventional Wisdom about Classroom Testing Practices?

Snowman, Jack

Mid-Western Educational Researcher, v6 n3 p19-20 Sum 1993

A review of five recent studies concludes that on multiple-choice tests, changing uncertain answers improves results; testing plus feedback produces more learning than additional study time; students learn and retain more when they are tested more often; and question and completion formats are equally acceptable for multiple-choice items. (KS)

Descriptors: Academic Achievement, Educational Testing, Elementary Secondary Education, Test Construction, Test Format, Test Wiseness

Publication Type: Information Analyses; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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