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Crowded sections of certain marketing classes necessitate use of multiple versions of objective exams which vary in test question sequences. The current experiment examines the effect of question sequencing on exam performance as it relates to memory factors. Question sequencing is found to affect exam performance, and a method is suggested to avoid exam inequivalency and to eliminate possible unconscious biasing of student grades.
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Pettit et al. (1986) studied this question.
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