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Peer reviewedCovington, Martin V.; Omelich, Carol L. – Journal of Educational Psychology, 1984
This study investigated the motivational and performance consequences of two features of task-mastery learning structures: retesting opportunities and criterion-referenced grading. College students were assigned either to a norm-referenced (competitive) or a criterion-referenced grading system, and to either a single-test or retest condition.…
Descriptors: Academic Achievement, Competition, Criterion Referenced Tests, Higher Education
