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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ254536
Record Type: CIJE
Publication Date: 1981
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
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
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A