[[P1]]

This paragraph is invented demonstration material for a rewriting test. It describes a proposed classroom exercise, not a completed experiment or a real academic finding.

The proposed exercise would compare two ways of organizing revision notes. [[P2]] would use outline notes, and [[P3]] would use question cards. In the hypothetical classroom situation described above, an instructor might conduct a random assignment (such as a flip of a coin) to determine which students would take part in a practice exercise to determine if one type of practice exercise results in better performance on a quiz than another. It would be important that all students volunteer to take part in the activity (those who choose not to participate could be given the opportunity to do some type of alternate assignment to ensure that they would not be penalized for their decision not to take part).

The protocol specifies a [[P4]] review period followed by an [[P5]] quiz. All students would be given the same reading assignment and would be given the same quiz. Enrollment in the study has not yet begun so the final sample size is unknown. However, we anticipate having [[P6]], students per class.

The protocol states: [[P7]] The fictional reference is [[P8]]. You can see a demo at [[P9]]. No external source is being represented as support for an actual effect.

The quizzes would be anonymous and scored without the instructor knowing which quiz belonged to which student. Incomplete quizzes and absences would be tallied separately and would not be considered incorrect answers. The instructor would make no claims about long-term memory since this hypothetical situation does not include a follow-up quiz at some later date.

At the conclusion of the activity, the instructor would report how many students were in each group, the distribution of scores, and the number of incomplete quizzes. The instructor would report the results of the quiz regardless of whether or not there appeared to be a difference between the two groups. Also, the instructor would make no claims about which type of practice exercise is better unless, of course, there was some significant difference between the performances of the two groups.

[[P10]]

Preserve the distinction between a planned method and an observed result. Preserve voluntary participation, the coin-flip assignment and the scope of the short quiz. Do not infer a long-term effect from a design that does not measure one.
