ERIC Number: ED085420
Record Type: RIE
Publication Date: 1973-Aug
Reference Count: 0
Effects of Anticipated Form of Testing on Learning. Final Report.
Lovelace, Eugene A.
This report deals with the effects of an individual's expectations regarding how he will be tested on what he does during learning and what gets stored in memory. It is maintained that essay exams requiring recall are preferable to objective (recognition) tests. There are some bits of empirical evidence as well as some theoretical reasons to believe that recognition and recall memory processes are different; this difference is not only in terms of performance level or mastery of the material which they require, but in terms of what the individual must do to optionally prepare for these two types of tests. A series of nine experiments were conducted; data from this series suggest that in some cases there is only a slight superiority of recall for individual's anticipating the recall task over those expecting a recognition test of memory. (Author/NE)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Virginia Univ., Charlottesville.