From a counterbalanced reversal design experiment, it is concluded that quiz item format makes no difference in test performance.
Get full access to this article
View all access options for this article.
References
1.
BornD. G.Exam performance and study behavior as a function of study unit size. In JohnstonJ. M. (Ed.), Behavior research and technology in higher education. Springfield, IL: Charles C Thomas, 1975.
2.
FersterC. B.Individualized instruction in a large introductory psychology course. Psychological Record, 1968, 18, 521–532.
3.
JohnstonJ. M.PennypackerH. A.A behavioral approach to college teaching. American Psychologist, 1971, 26, 219–244.
4.
KellerF. S.“Goodbye, teacher…”Journal of Applied Behavior Analysis, 1968, 1, 79–89.
5.
SembG.Building an empirical base for instruction. Journal of Personalized Instruction, 1976, 1, 11–22.
6.
SheppardW. C.MacDermotH. G.Design and evaluation of a programmed course in introductory psychology. Journal of Applied Behavior Analysis, 1970, 3, 5–11.
