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Peer reviewedKhalaf, Abdulkhalig S. S.; Hanna, Gerald S. – Contemporary Educational Psychology, 1992
The impact of frequency of classroom testing on achievement was studied for nearly 2,000 tenth grade male biology students in Saudi Arabia tested monthly or semimonthly. Students tested more often outperformed others on end-of-semester and delayed recall (three months) tests. (SLD)
Descriptors: Academic Achievement, Biology, Classroom Techniques, Comparative Testing
