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A COMPARISON OF PACING CONTINGENCIES IN CLASSES USING A PERSONALIZED SYSTEM OF INSTRUCTION
Author(s) -
Ross Linda L.,
McBean David
Publication year - 1995
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.1995.28-87
Subject(s) - test (biology) , psychology , mathematics education , individualized instruction , cognitive psychology , computer science , teaching method , paleontology , biology
This study compared the effects of multiple versus single deadline contingencies on distribution of unit‐mastery test taking by students in four university classes taught using the personalized system of instruction. Rate of test taking was most uniform when multiple deadlines were imposed throughout the course. When deadlines were infrequent, a scalloped pattern of test taking developed.