The benefits of tests as aids to learning, beyond their primary evaluation function, have been studied in a variety of settings. This study sought to isolate the effects of anticipation of a test (and the assumed improvement in study and preparation commensurate with such anticipation) from the learning gains resulting from the act of taking the test. The investigation involved instruction via self-paced texts, initial testing of learning, and delayed testing three weeks later. The delayed tests provided the experimental data for the study. The investigation also included a survey to determine perceptions of students concerning classroom tests.
How to Cite:
Haynie, III, W. J. (1997). Effects of Anticipation of Tests on Delayed Retention Learning. Journal of Technology Education, 9(1), 20–30. DOI: http://doi.org/10.21061/jte.v9i1.a.2