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We conducted correlational and performance discrepancy analyses on exam and achievement data taken from students in three psychology courses. Across courses, the same findings emerged. First, only a small fraction of students consistently performed more strongly on one type of assessment (e.g., multiple-choice) than on another (e.g., short answer). Second, students' multiple-choice performance, above and beyond their short answer performance, accounted for variation in students' standing ondoi:10.1080/02602930600800763 fatcat:nanpmiqxdncrthiy5vxaitemte