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THE EFFECTS OF MASTERY CRITERIA AND ASSIGNMENT LENGTH ON COLLEGE‐STUDENT TEST PERFORMANCE 1
Author(s) -
Semb George
Publication year - 1974
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1974.7-61
Subject(s) - psychology , test (biology) , mathematics education , medical education , medicine , paleontology , biology
This study analyzed the function of two components of a personalized instruction course—mastery criteria for passing a test and assignment length. A high mastery criterion (100% correct) and short assignments produced better test performance than either a low mastery criterion (60% correct) or long assignments (four short assignments combined) on both study question items that students had in their possession and probe items that were not available to students in advance.