Generalizing test-enhanced learning from the laboratory to the classroom |
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Authors: | Mark A Mcdaniel Henry L Roediger Kathleen B Mcdermott |
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Institution: | (1) Department of Psychology, 0109, University of California, San Diego, 9500 Gilman Drive, 92093-0109 La Jolla, CA;(2) Present address: Department of Brain and Cognitive Sciences at the Massachusetts Institute of Technology, Massachusetts, USA |
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Abstract: | Test-enhanced learning refers to the fact that taking an initial test on studied material enhances its later retention relative
to simply studying the material and then taking a final test. Most research on the testing effect has been done with materials
such as word lists, and the general finding has been that the benefits of testing are greater when the initial test is a recall
(production) test rather than a recognition test. We briefly summarize three experiments that extend these results to educationally
relevant materials, namely brief articles, lectures, and materials in a college course. All three experiments demonstrated
a robust testing effect and also revealed that an initial short-answer test produced greater gains on a final test than did
an initial multiple-choice test. Furthermore, one experiment revealed a positive effect of immediate feedback given with the
initial test. The educational implications are that production tests (short answer or essay) and feedback soon after learning
increase learning and retention. In addition, frequent testing probably has the indirect positive effects of keeping students
motivated and leading them to space out periods of study. |
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