PUB TYPE Reports- Research/Technical (143) Speeches/Conference Papers (150)

A correlational analysis was performed to examine the relationship between recognition and recall test formats. A total of 236 college students completed one of four 80-item general knowledge tests; the forms contained 20 items of each of four formats: (1) true; (2) false; (3) multiple-choice; and (4) free response. Ninety-thr e2. of the subjects attended the University of Minnesota, and 143 students attendea the University of Wisconsin at River Fans. The analysis justified consideration of the true and false items of the true-false test as separate formats. The results fail to support hypotheses which suggest that recognition and recall tests require differential thought processes. Each recognition test format correlated most highly with the free-response (recall) test format. Furthermore, the multiple-choice test correlated more highly with the free-response test than did either the true or false test formats; this difference was significant beyond the 0.05 level. These findings provide evidence that a relationship exists between recognition and recall thought processes. Trx aDility to recognize facts is likely to be a subset of the ability to recall facts, rather than a distinct thought process. Three tables and one fi4ure present study data. (Author/SLD) Itstft******************************************************************** Reproductions supplied by EDRS are the best that can be made from the original docament. ******************************R***************************x*********.*