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THE EFFECT OF PRE-TESTING ON POST-TEST PERFORMANCE

JAMES HARTLEY
Instructional Science
Vol. 2, No. 2 (AUGUST 1973), pp. 193-214
Published by: Springer
Stable URL: http://www.jstor.org/stable/23368003
Page Count: 22
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THE EFFECT OF PRE-TESTING ON POST-TEST PERFORMANCE
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Abstract

At the present time, sharp differences of opinion exist concerning the possible and probable consequences of giving students a test before the commencement of instruction. Researchers are unclear about the effects of such "pre-tests" on subsequent learning (if any), and they are also unclear about the effects of such tests on further tests (of varying degrees of similarity and difference) given after instructional sessions. There is evidence that pre-tests can have orienting and motivational and (hence) teaching functions — in addition to the sought-for testing function. There is also evidence that these additional functions can be either general or specific. The present paper contributes to the ongoing debate by discussing the issues involved in the context of a series of experiments conducted by the author.

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