An experimental comparison of the new type test and the term paper

Abstract

Two groups of students in educational psychology were equated as to intelligence test score and speed of reading. One group was instructed to write a mid-term paper based on an outline of the course and the other group was to prepare for an examination based on the same outline. On the day of examination both the prepared and "relatively unprepared" groups were given the same new-type examination. No significant differences between these two groups were revealed on this examination or in a subsequent second examination. A further analysis of data on the group that wrote a term paper shows that a considerable portion of the content of the examination was anticipated and much incidental learning took place. The author considers that the results of this investigation indicate a superiority of the written term paper over the new type examination. (PsycInfo Database Record (c) 2025 APA, all rights reserved)