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Peer reviewedMonk, Janice J.; Stallings, William M. – Journal of Research in Science Teaching, 1975
Two hundred students in an undergraduate physical geography course were assigned to a group which received either factually oriented quizzes or quizzes which stressed higher level behaviors such as application and analysis. Evaluation of the results indicated that the variation in testing procedures had no discernable effect on student scores in…
Descriptors: Achievement Tests, College Science, Educational Research, Evaluation
