Some Effects of Frequent Quizzes on Inferential Thinking

The idea that methods of study and the type of information focused upon in preparation for examinations is influenced by the student's expectations of the form and content of the test is not new. Meyer (1935), for example, reported that students list different methods of study used in preparation for multiple choice tests than for essay tests. He also reported that performance on the two types of tests appeared to be a function of the type of test expected (Meyer, 1934). Indeed, pre-tests have been listed as a contaminating variable in some experimental designs because they may induce a set to study relevant material (Campbell and Stanley, 1963). Anastasi, however, points out that any distinction between test behavior and underlying skill is inconsistent with test theory, that learning that takes place because of a test is still learning and may be applied in non-test situations (1949). Recently efforts have been made to harness testing effects for use as instructional devices. Rothkopf (1970) suggests that test-like events interspersed in prose may reinforce specific study habits so that these test questions act as a tool in manipulating study behavior. He has demonstrated that placing questions after relevant passages of prose maintains reading time in successive passages and improves recall of information not directly treated by experimental questions (Rothkopf, 1966). In addition, Rothkopf and Bisbicos (1967) found that students consistently quizzed on names and measures recalled a different set of names and measures from the text better than students who had been quizzed on common and technical terms. They also found that attention to the respective