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

scholarly journals Comparative effects of test-enhanced learning and self-explanation on long-term retention

2013 ◽  
Vol 47 (7) ◽  
pp. 674-682 ◽  
Author(s):  
Douglas P Larsen ◽  
Andrew C Butler ◽  
Henry L Roediger III
Keyword(s):  
Term Retention ◽  
Test Enhanced Learning ◽  
Long Term Retention ◽  
Enhanced Learning

scholarly journals Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses

2015 ◽  
Vol 14 (2) ◽  
pp. es4 ◽  
Author(s):  
Cynthia J. Brame ◽  
Rachel Biel
Keyword(s):  
Science Classroom ◽  
Learning Goals ◽  
Science Courses ◽  
Test Enhanced Learning ◽  
Undergraduate Science ◽  
Enhanced Learning ◽  
Repeated Retrieval ◽  
Learning Event ◽  
Rote Memory

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research.

scholarly journals The effects of test-enhanced learning on long-term retention in AAN annual meeting courses

Neurology ◽  
2015 ◽  
Vol 84 (7) ◽  
pp. 748-754 ◽  
Author(s):  
D. P. Larsen ◽  
A. C. Butler ◽  
W. Y. Aung ◽  
J. R. Corboy ◽  
D. I. Friedman ◽  
...  
Keyword(s):  
Annual Meeting ◽  
Term Retention ◽  
Test Enhanced Learning ◽  
Long Term Retention ◽  
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.

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