Test-Enhanced Learning

2012 ◽  
Keyword(s):  
Test Enhanced Learning ◽  
Enhanced Learning

The Risks and Benefits of Test-Enhanced Learning From Scientific-Seductive Texts

2012 ◽  
Author(s):  
Michael C. Mensink ◽  
Scott R. Hinze ◽  
Mark R. Lewis ◽  
Kirk Weishaar
Keyword(s):  
Risks And Benefits ◽  
Test Enhanced Learning ◽  
Enhanced Learning

Test-Enhanced Learning in the Classroom: The Columbia Middle School Project

2007 ◽  
Author(s):  
Henry L. Roediger ◽  
Mark A. McDaniel ◽  
Kathleen B. McDermott ◽  
Pooja K. Agarwal
Keyword(s):  
Middle School ◽  
School Project ◽  
Test Enhanced Learning ◽  
Enhanced Learning

Does Test Enhanced Learning Transfer for Triple Associates?

2014 ◽  
Author(s):  
Steven C. Pan ◽  
Timothy Rickard
Keyword(s):  
Learning Transfer ◽  
Test Enhanced Learning ◽  
Enhanced Learning

scholarly journals Pan and Rickard (2018) Transfer of test-enhanced learning meta-analysis (preprint)

2018 ◽  
Author(s):  
Steven C. Pan
Keyword(s):  
Test Performance ◽  
Retrieval Practice ◽  
Worked Examples ◽  
Positive Transfer ◽  
Effect Sizes ◽  
Moderator Effect ◽  
Medical Diagnoses ◽  
Analytic Review ◽  
Test Enhanced Learning ◽  
Enhanced Learning

Attempting recall of information from memory, as occurs when taking a practice test, is one of the most potent training techniques known to learning science. However, does testing yield learning that transfers to different contexts? In the present article, we report the findings of the first comprehensive meta-analytic review into that question. Our review encompassed 192 transfer effect sizes extracted from 122 experiments and 67 published and unpublished articles (N = 10,382) comprising over 40 years of research. A random-effects model revealed that testing can yield transferrable learning as measured relative to a non-testing reexposure control condition (d = 0.40, 95% CI [0.31, 0.50]). That transfer of learning is greatest across test formats, to application and inference questions, to problems involving medical diagnoses, and to mediator and related word cues; it is weakest to rearranged stimulus-response items, to untested materials seen during initial study, and to problems involving worked examples. Moderator analyses further indicated that response congruency and elaborated retrieval practice, as well as initial test performance, strongly influence the likelihood of positive transfer. In two assessments for publication bias (using PET-PEESE and various selection methods), the moderator effect sizes were minimally affected. However, the intercept predictions were substantially reduced, often indicating no positive transfer when none of the aforementioned moderators are present. Overall, our results motivate a three-factor framework for transfer of test-enhanced learning and have practical implications for the effective use of practice testing in educational and other training contexts.

Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48

2018 ◽  
Vol 40 (4) ◽  
pp. 337-350 ◽  
Author(s):  
Michael L. Green ◽  
Jeremy J. Moeller ◽  
Judy M. Spak
Keyword(s):  
Systematic Review ◽  
Health Professions ◽  
Health Professions Education ◽  
Test Enhanced Learning ◽  
Enhanced Learning

scholarly journals Beyond right or wrong: More effective feedback for formative multiple-choice tests

2020 ◽  
Vol 9 (5) ◽  
pp. 307-313
Author(s):  
Anna Ryan ◽  
Terry Judd ◽  
David Swanson ◽  
Douglas P. Larsen ◽  
Simone Elliott ◽  
...  
Keyword(s):  
Retention Test ◽  
Multiple Choice ◽  
Far Transfer ◽  
Near Transfer ◽  
Multiple Choice Tests ◽  
Test Occasion ◽  
Significant Difference ◽  
Choice Tests ◽  
Test Enhanced Learning ◽  
Enhanced Learning

Abstract Introduction The role of feedback in test-enhanced learning is an understudied area that has the potential to improve student learning. This study investigates the influence of different forms of post-test feedback on retention and transfer of biomedical knowledge within a test-enhanced learning framework. Methods 64 participants from a Canadian and an Australian medical school sat two single-best-answer formative multiple choice tests one week apart. We compared the effects of conceptually focused, response-oriented, and simple right/wrong feedback on a learner’s ability to correctly answer new (transfer) questions. On the first test occasion, participants received parent items with feedback, and then attempted items closely related (near transfer) to and more distant (far transfer) from parent items. In a repeat test at 1 week, participants were given different near and far transfer versions of parent items. Feedback type, and near and far transfer items were randomized within and across participants. Results Analysis demonstrated that response-oriented and conceptually focused feedback were superior to traditional right/wrong feedback for both types of transfer tasks and in both immediate and final retention test performance. However, there was no statistically significant difference between response-orientated and conceptually focused groups on near or far transfer problems, nor any differences in performance between our initial test occasion and the retention test 1 week later. As with most studies of transfer, participants’ far transfer scores were lower than for near transfer. Discussion Right/wrong feedback appears to have limited potential to augment test-enhanced learning. Our work suggests that item-level feedback and feedback that identifies and elaborates on key conceptual knowledge are two important areas for future research on learning, retention and transfer.

Test-enhanced learning in the classroom: Long-term improvements from quizzing.

2011 ◽  
Vol 17 (4) ◽  
pp. 382-395 ◽  
Author(s):  
Henry L. Roediger ◽  
Pooja K. Agarwal ◽  
Mark A. McDaniel ◽  
Kathleen B. McDermott
Keyword(s):  
Test Enhanced Learning ◽  
Enhanced Learning

Critical action procedures testing: a novel method for test-enhanced learning

2009 ◽  
Vol 43 (12) ◽  
pp. 1182-1187 ◽  
Author(s):  
Samuel M Galvagno Jr ◽  
B Scott Segal
Keyword(s):  
Critical Action ◽  
Test Enhanced Learning ◽  
Novel Method ◽  
Enhanced Learning
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