A COMPARISON OF PACING CONTINGENCIES IN CLASSES USING A PERSONALIZED SYSTEM OF INSTRUCTION
Linda L. Ross, David McBean · Journal of Applied Behavior Analysis · 1995
This study compared the effects of multiple versus single deadline contingencies on distribution of unit-mastery test taking by students in four university classes taught using the personalized system of instruction. Rate of test taking was most uniform when multiple deadlines were imposed throughout the course. When deadlines were infrequent, a scalloped pattern of test taking developed.