A causal-comparative analysis was made of college students' performance on a program of tests and retests. Gains in test scores, student response to testing and retesting, and characteristics of students who chose to be retested are discussed. (CJ)

A question is raised as to how much emphasis should be placed on the use of technical terminology in lectures, reading assignments, and tests, particularly in introductory college courses, if all that is facilitated pertains to factual recall. (JD)