Practice versus Review Exams and Final Exam Performance

Abstract

Two randomly assigned groups of introductory psychology students received different but comparable presentations of the same sample multiple-choice fined exam. The practice-exam group took a test on the questions and immediately afterward scored their tests according to the key (i.e., questions and answers), whereas the review-exam group saw only the key and performed a control task concurrently. On a final exam given I week later, the practice-exam students scored significantly higher than the review-exam group. In addition, they rated their task as more helpful in preparing them for the final. These effects did not interact with students' class standing. Apparently, students at all levels of academic ability benefit from an objective assessment of their preparation for a final exam.

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