Test format and corrective feedback modify the effect of testing on long-term retention

2007 ◽  
Vol 19 (4-5) ◽  
pp. 528-558 ◽  
Author(s):  
Sean H. K. Kang ◽  
Kathleen B. McDermott ◽  
Henry L. Roediger
Keyword(s):  
Corrective Feedback ◽  
Test Format ◽  
Term Retention ◽  
Long Term Retention

scholarly journals A Systematic Review of the Testing Effect in Learning

2013 ◽  
Vol 23 (56) ◽  
pp. 397-406 ◽  
Author(s):  
Raquel Eloisa Eisenkraemer ◽  
Antonio Jaeger ◽  
Lilian Milnitsky Stein
Keyword(s):  
Systematic Review ◽  
Cognitive Processes ◽  
Testing Effect ◽  
Web Of Science ◽  
Theoretical Explanation ◽  
Test Format ◽  
Term Retention ◽  
Acute Increase ◽  
Long Term Retention

The retrieval of a given piece of information from memory increases the long-term retention of that information, a phenomenon often called “testing effect”. The current study aimed to select and review articles on the testing effect to verify the extent and importance of this phenomenon, bringing the main results of recent research. To accomplish this, a systematic review of articles on this subject published between 2006 and 2012 was conducted, a period in which there was an acute increase in the amount of publications on this subject. The articles were searched in the databases Web of Science, PubMed and PsycINFO. The results, which were organized according to test format (recall and recognition tests), demonstrated that tests can be remarkably beneficial to the retention of long-term memories. A theoretical explanation regarding the cognitive processes involved in this phenomenon still needs to be developed and tested. Such explanation would have important implications for the development of efficient educational practices.

scholarly journals Effect of the Instruction Time of the Day on Student Learning

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Nasim Muhammad ◽  
Gaganpreet Sidhu ◽  
Seshasai Srinivasan
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Corrective Feedback ◽  
First Year ◽  
Instruction Time ◽  
Term Retention ◽  
Early Afternoon ◽  
Long Term Retention ◽  
Better Than

<p class="Abstract">In this work, we analyze the effect of the instruction time of the day on student learning in a programming course taught to first-year undergraduate students in an engineering program. A total of 174 students were split into three different sections, each having a different class time. All sections were taught the same material and by the same instructor. It was found that students in the morning and early afternoon sections performed better than the students in the late afternoon section. In all three sections, there is evidence of long-term retention of concepts, which is attributed to the intervention based active learning environment that uses the principles of constructivism. Specifically, the techniques of reinforcement and feedback help with long term retention and avoiding learning of wrong concepts with immediate corrective feedback.</p>

scholarly journals Testing Effect

2018 ◽  
Vol 1 (1) ◽  
pp. 20-36
Author(s):  
Olesya Senkova ◽  
Hajime Otani ◽  
Reid L. Skeel ◽  
Renée L. Babcock
Keyword(s):  
Testing Effect ◽  
Cued Recall ◽  
Online Classes ◽  
Open Book ◽  
Test Format ◽  
Term Retention ◽  
Book Versus ◽  
Long Term Retention ◽  
Book Format

Abstract. If assessment is the purpose of testing, open-book tests may defeat the purpose. However, a goal of education is to build knowledge, and based on the literature, open-book tests may not be inferior to closed-book tests in promoting long-term retention of information. Participants studied Swahili-English pairs and either re-studied or took an initial quiz, which was cued recall or recognition in an open-book or closed-book format. One week later, the final closed-book recognition test showed higher performance in the quizzed conditions than in the study-twice condition, replicating the testing effect. However, performance was similar across the quizzed conditions, indicating that testing promoted long-term retention regardless of test format (open-book versus closed-book) and test type (cued recall versus recognition). Open-book tests are not inferior to closed-book tests in building knowledge and can be particularly useful in online classes because preventing cheating is difficult when closed-book tests are administered online.

Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

Children's long‐term retention is directly constrained by their working memory capacity limitations

2021 ◽  
Author(s):  
Alicia Forsberg ◽  
Dominic Guitard ◽  
Eryn J. Adams ◽  
Duangporn Pattanakul ◽  
Nelson Cowan
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Capacity Limitations ◽  
Term Retention ◽  
Long Term Retention
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