The memorial consequences of multiple-choice testing |
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Authors: | Elizabeth J Marsh Henry L Roediger Robert A Bjork Elizabeth L Bjork |
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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: | The present article addresses whether multiple-choice tests may change knowledge even as they attempt to measure it. Overall,
taking a multiple-choice test boosts performance on later tests, as compared with nontested control conditions. This benefit
is not limited to simple definitional questions, but holds true for SAT II questions and for items designed to tap concepts
at a higher level in Bloom’s (1956) taxonomy of educational objectives. Students, however, can also learn false facts from
multiple-choice tests; testing leads to persistence of some multiple-choice lures on later general knowledge tests. Such persistence
appears due to faulty reasoning rather than to an increase in the familiarity of lures. Even though students may learn false
facts from multiplechoice tests, the positive effects of testing outweigh this cost. |
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