The effect of practice test modality on perceived mental effort and delayed final test performance

2020 ◽  
Vol 32 (8) ◽  
pp. 764-770
Author(s):  
Leonora Coppens ◽  
Mario de Jonge ◽  
Tamara van Gog ◽  
Liesbeth Kester
Keyword(s):  
Test Performance ◽  
Mental Effort ◽  
Final Test ◽  
Practice Test

Acquisition and Use of Mental Operators: Effects of Type of Practice

2002 ◽  
Vol 49 (2) ◽  
pp. 141-152 ◽  
Author(s):  
Burkhard Müller ◽  
Jürgen Gehrke
Keyword(s):  
Mental Models ◽  
Test Performance ◽  
Physical World ◽  
Test Phase ◽  
Acquisition Phase ◽  
Practice Test ◽  
Subsequent Test ◽  
Use Of Knowledge

Abstract. Planning interactions with the physical world requires knowledge about operations; in short, mental operators. Abstractness of content and directionality of access are two important properties to characterize the representational units of this kind of knowledge. Combining these properties allows four classes of knowledge units to be distinguished that can be found in the literature: (a) rules, (b) mental models or schemata, (c) instances, and (d) episodes or chunks. The influence of practicing alphabet-arithmetic operators in a prognostic, diagnostic, or retrognostic way (A + 2 = ?, A? = C, or ? + 2 = C, respectively) on the use of that knowledge in a subsequent test was used to assess the importance of these dimensions. At the beginning, the retrognostic use of knowledge was worse than the prognostic use, although identical operations were involved (A + 2 = ? vs. ? - 2 = A). This disadvantage was reduced with increased practice. Test performance was best if the task and the letter pairs were the same as in the acquisition phase. Overall, the findings support theories proposing multiple representational units of mental operators. The disadvantage for the retrognosis task was recovered in the test phase, and may be evidence for the importance of the order of events independent of the order of experience.

scholarly journals Retrieval practice can improve classroom review despite low practice test performance

2019 ◽  
Vol 33 (5) ◽  
pp. 759-770
Author(s):  
Jack M. I. Leggett ◽  
Jennifer S. Burt ◽  
Annemaree Carroll
Keyword(s):  
Test Performance ◽  
Retrieval Practice ◽  
Practice Test

scholarly journals Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402095705
Author(s):  
Ljiljana Knežević ◽  
Vera Županec ◽  
Branka Radulović
Keyword(s):  
Test Performance ◽  
Flipped Classroom ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Good Practice ◽  
Mental Effort ◽  
English For Academic Purposes ◽  
Academic Vocabulary ◽  
Conventional Teaching ◽  
Post Test

The present study explores the efficiency of the flipped classroom approach on English for Academic Purposes (EAP) students’ academic vocabulary acquisition in comparison with the conventional teaching approach. The efficiency is examined by evaluating students’ post-test performance, self-perceived mental effort employed in completing post-test tasks, and perceptions regarding the learning experiences. To this end, 60 undergraduates divided into flipped (E) and conventional (C) group participated in the survey. Quantitative data analysis revealed that the flipped classroom approach showed higher instructional efficiency than the conventional approach as the E group significantly outperformed the C group and reported investing considerably lower mental effort in completing the post-test tasks. In addition, the E group expressed significantly more positive perceptions toward the learning experience than the C group. Considering the positive results obtained in the study, the article points out the use of the flipped approach as an example of good practice for enhancing academic vocabulary acquisition in EAP context.

Spacing Effects in Learning

2008 ◽  
Vol 19 (11) ◽  
pp. 1095-1102 ◽  
Author(s):  
Nicholas J. Cepeda ◽  
Edward Vul ◽  
Doug Rohrer ◽  
John T. Wixted ◽  
Harold Pashler
Keyword(s):  
Test Performance ◽  
Educational Practices ◽  
Final Test ◽  
Time Intervals ◽  
Spacing Effects ◽  
Short Time ◽  
Test Delay

To achieve enduring retention, people must usually study information on multiple occasions. How does the timing of study events affect retention? Prior research has examined this issue only in a spotty fashion, usually with very short time intervals. In a study aimed at characterizing spacing effects over significant durations, more than 1,350 individuals were taught a set of facts and—after a gap of up to 3.5 months—given a review. A final test was administered at a further delay of up to 1 year. At any given test delay, an increase in the interstudy gap at first increased, and then gradually reduced, final test performance. The optimal gap increased as test delay increased. However, when measured as a proportion of test delay, the optimal gap declined from about 20 to 40% of a 1-week test delay to about 5 to 10% of a 1-year test delay. The interaction of gap and test delay implies that many educational practices are highly inefficient.

Turn-by-turn route guidance does not impair route learning

2021 ◽  
Author(s):  
Jonathan Kelly ◽  
Alex Lim ◽  
Shana Carpenter
Keyword(s):  
Test Performance ◽  
Driving Simulator ◽  
Corrective Feedback ◽  
Past Research ◽  
Route Guidance ◽  
Learning Condition ◽  
Final Test ◽  
Route Learning ◽  
Route Knowledge ◽  
Cognitive Cost

Turn-by-turn GPS guidance is useful when the navigator is uncertain about the correct route. Although route guidance is convenient, it comes at a spatial cognitive cost. Compared to unguided navigation, route guidance leads to poorer knowledge of the traversed environment. However, past research has not tested the effects of route guidance on route retracing, which is an important learning goal in many situations. Participants drove a pre-defined route in a driving simulator. All participants initially followed turn-by-turn directions twice (Experiment 1) or once (Experiment 2). Those in the Study condition continued to follow route guidance during two subsequent traversals, whereas those in the Test condition relied on memory and received corrective feedback. Following a 48-hour delay, participants completed a final test in which they retraced the route without guidance. Learning condition did not influence final test performance, indicating that route knowledge is unaffected by repeatedly following route guidance.

Effect of self-efficacy in stereotype activation

2017 ◽  
Vol 45 (3) ◽  
pp. 469-476 ◽  
Author(s):  
Pei Wang ◽  
Pei Zhou ◽  
Cheng-Hao Tan ◽  
Peng-Cheng Zhang
Keyword(s):  
Information Technology ◽  
Test Performance ◽  
Self Efficacy ◽  
Mental Effort ◽  
General Knowledge ◽  
Highly Qualified ◽  
Knowledge Test ◽  
Activation Effect ◽  
Physical Test ◽  
Stereotype Activation

We examined whether or not self-efficacy plays a role in stereotype-activation effect. We found in Study 1 (N = 46) that compared to being primed with the stereotype of an occupation that required less mental effort (cleaner), participants primed with the stereotype of a highly qualified information technology expert performed better in a general knowledge test. Self-efficacy reliably mediated the effect of stereotype activation on test performance. In Study 2 (N = 46) we found that the group primed with the stereotype of an athlete exhibited greater endurance in a physical test than did those who were primed with the stereotype of a homeless person. These results show that self-efficacy beliefs acted as a mediator in the behavior of the participants.

Rethinking the Use of Tests: A Meta-Analysis of Practice Testing

2017 ◽  
Vol 87 (3) ◽  
pp. 659-701 ◽  
Author(s):  
Olusola O. Adesope ◽  
Dominic A. Trevisan ◽  
Narayankripa Sundararajan
Keyword(s):  
Testing Effect ◽  
Meta Analysis ◽  
Material Research ◽  
Final Test ◽  
Practice Test ◽  
Advance Student ◽  
Practice Tests ◽  
Learning Conditions ◽  
Study Characteristics ◽  
Practical Implications

The testing effect is a well-known concept referring to gains in learning and retention that can occur when students take a practice test on studied material before taking a final test on the same material. Research demonstrates that students who take practice tests often outperform students in nontesting learning conditions such as restudying, practice, filler activities, or no presentation of the material. However, evidence-based meta-analysis is needed to develop a comprehensive understanding of the conditions under which practice tests enhance or inhibit learning. This meta-analysis fills this gap by examining the effects of practice tests versus nontesting learning conditions. Results reveal that practice tests are more beneficial for learning than restudying and all other comparison conditions. Mean effect sizes were moderated by the features of practice tests, participant and study characteristics, outcome constructs, and methodological features of the studies. Findings may guide the use of practice tests to advance student learning, and inform students, teachers, researchers, and policymakers. This article concludes with the theoretical and practical implications of the meta-analysis.

A Close-Up on a Predictive Moment: Illusion of Knowing or Lack of Confidence in Self-Assessment?

2020 ◽  
pp. 002205742094484
Author(s):  
Maura A. E. Pilotti ◽  
Khadija El Alaoui ◽  
Huda Al Mulhem ◽  
Muamar Hasan Salameh
Keyword(s):  
College Students ◽  
Test Performance ◽  
Self Efficacy ◽  
Prediction Accuracy ◽  
Prediction Errors ◽  
Final Test ◽  
Self Assessment ◽  
The Past ◽  
Before And After ◽  
Illusion Of Knowing

Prediction allows learners to adjust behavior toward the future by exploiting information pertaining to the present and the past. Through a field study, we examined whether poor performing students are truly unaware of not knowing their deficiencies as the illusion of knowing (IoK) phenomenon implies. College students’ ability to predict their final test performance was surveyed as a function of experience (before and after the test), performance level, and self-efficacy. In this study, high performers’ prospective and retrospective predictions were more accurate and confident than those of poor performers. Although poor performers overestimated their grades (as predicted by IoK), they were less confident in their predictions. Furthermore, both their prediction accuracy and confidence benefited from the experience of taking the test. These findings, coupled with the lower self-efficacy of poor performers, suggest that prediction errors involving inflated estimations reflect the wishful thinking exhibited by students who are aware of their lack of competence but may have little confidence in their abilities.

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