| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 881727 | Journal of Applied Research in Memory and Cognition | 2012 | 9 Pages |
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.
