کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
881727 | 911888 | 2012 | 9 صفحه PDF | دانلود رایگان |
The testing effect—a mnemonic benefit of quizzing or testing—has been oft-demonstrated in the laboratory, but rarely evaluated experimentally in the classroom. In a college web-based class, using a within-subjects design, core target concepts were quizzed with multiple choice and short-answer questions, presented for reading, or not presented (no additional-exposure control). Multiple attempts on each quiz (and in the read-control) were encouraged and feedback was available after each. When exam questions were identical to earlier-seen quizzes, short answer and multiple choice quizzes enhanced exam performance over rereading targeted material. When examination questions were different but related to the quizzes, short answer and multiple-choice quizzes conferred benefits over unquizzed target content, and produced exam performance that was nominally better than rereading target material. These experimental results indicate that unsupervised on-line quizzing in a college course enhances exam performance, thereby representing an important extension of laboratory testing effects into the classroom setting.
► We investigate the benefits of on-line quizzing with feedback for exam performance.
► Exam questions in the college course were identical or related to quiz questions.
► Rereading of target concepts and no additional exposure served as controls.
► Exam performance was enhanced by both multiple choice and short answer quizzes.
Journal: Journal of Applied Research in Memory and Cognition - Volume 1, Issue 1, March 2012, Pages 18–26