Although various practice-test formats work, some work better than others. Glover (1989) presented students with a short expository text for initial study and then manipulated the format of the practice test (free recall, fill in the blank, or rec-ognition) and the format of the final test (free recall, fill in the blank, or recognition). On all three final-test formats, perfor-mance was greater following free-recall practice than follow-ing fill-in-the-blank practice, which in turn was greater than performance following recognition practice.