PRACTICE VERSUS REVIEW EXAMS AND FINAL EXAM PERFORMANCE

Two randomly assigned groups of introductory Psychology students recei ved different but comparable presentations of the same sample multiple -choice final exam. The practice-exam group took a test on the questio ns and immediately afterward scored their tests according to the key ( i.e., questions and answers), whereas the review-exam group saw only t he key and performed a control task concurrently. On a final exam give n I week later, the practice-exam students scored significantly higher than the review-exam group. In addition, they rated their task as mor e helpful in preparing them for the final. These effects did not inter act with students' class standing. Apparently, students at all levels of academic ability benefit from an objective assessment of their prep aration for a final exam.