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| Hanna, Gerald S. | 3 |
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| Khalaf, Abdulkhalig S. S. | 1 |
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| Journal Articles | 2 |
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Peer reviewedHanna, Gerald S. – Clearing House, 1989
Reviews research on whether students should change answers or let first answers stand on objective tests. Finds that the odds are over two to one that a student's score will be raised, rather than lowered, if he or she changes answers. Offers three suggestions for improving students' test-taking strategies. (SR)
Descriptors: Educational Testing, Objective Tests, Secondary Education, Test Wiseness
Peer reviewedCoppedge, Floyd L.; Hanna, Gerald S. – Journal for Research in Mathematics Education, 1971
Reported is a comparison of the discrimination power of multiple-choice geometry test question alternatives supplied by (1) students taking an experimental test in completion format, (2) experienced teachers, and (3) student teachers. (JG)
Descriptors: Geometry, Mathematics Education, Multiple Choice Tests, Objective Tests
Peer reviewedKhalaf, Abdulkhalig S. S.; Hanna, Gerald S. – Contemporary Educational Psychology, 1992
The impact of frequency of classroom testing on achievement was studied for nearly 2,000 tenth grade male biology students in Saudi Arabia tested monthly or semimonthly. Students tested more often outperformed others on end-of-semester and delayed recall (three months) tests. (SLD)
Descriptors: Academic Achievement, Biology, Classroom Techniques, Comparative Testing
