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Peer reviewed Peer reviewed
ERIC Number: EJ478630
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
Motivational Deficiencies When Multiple Examinations Are Allowed.
Grabe, Mark
Contemporary Educational Psychology, v19 n1 p45-52 Jan 1994
Two multiple-examination system, in which the best test score or the last test score counted toward the final grade were compared with a conventional testing and grading system for 271 undergraduates. The type of examination system generated no significant effect on a cumulative final, but multiple examinations appeared to result in poorer unit test performance. (SLD)
Descriptors: Academic Achievement, Analysis of Variance, Grades (Scholastic), Higher Education, Mastery Learning, Performance, Scores, Student Motivation, Testing Problems, Undergraduate Students
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Multiple Testing