Abstract
A series of 4 replication-design experiments were conducted to investigate the relationship of arrangement of test-items and its effects on S's performance for teacher-devised examinations. A 30-item, four-choice, multiple-choice examination was prepared by the teacher and presented in three forms. The Forward-Backward form, presented test items covering material from the first lecture through the last; the Backward-Forward form, presented the same items in reverse order; and the third form had a random order of items. For Exp. I the above procedure was administered to 105 college students enrolled in a course on behavior modification. Replications used the same procedure with 20, 20, and 21 students respectively. Results of all studies were nonsignificant; experimental outcomes were varied and totally different.
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