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Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement.
Typically, teachers use tests to evaluate students’ knowledge acquisition. In a novel experimental study, we examined whether low-stakes testing (quizzing) can be used to foster students’ learning of…
Examining the testing effect with open‐ and closed‐book tests
- P. Agarwal, Jeffrey D. Karpicke, Sean H. K. Kang, H. Roediger, K. McDermott
- 1 November 2008
Two experiments examined the testing effect with open-book tests, in which students view notes and textbooks while taking the test, and closed-book tests, in which students take the test without…
Test-enhanced learning in the classroom: long-term improvements from quizzing.
- H. Roediger, P. Agarwal, M. McDaniel, K. McDermott
- Education, PsychologyJournal of experimental psychology. Applied
- 14 November 2011
Three experiments examined whether quizzing promotes learning and retention of material from a social studies course with sixth grade students from a suburban middle school and found that quizzing of material produced a positive effect on chapter and semester exams.
Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams
Summary: We examined whether learning from quizzing arises from memorization of answers or fosters more complete understanding of the quizzed content. In middle-school science classes, we spaced…
Classroom-based programs of retrieval practice reduce middle school and high school students' test anxiety
Benefits of testing memory: Best practices and boundary conditions.
Forgetting: Preliminary considerations
Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes.
- K. McDermott, P. Agarwal, L. Dantonio, H. Roediger, M. McDaniel
- PsychologyJournal of experimental psychology. Applied
- 1 March 2014
Frequent classroom quizzing with feedback improves student learning and retention, and multiple-choice quizzing is as effective as short-answer quizzing for this purpose.
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?
- P. Agarwal
- EducationJournal of Educational Psychology
- 1 February 2019
The development of students’ higher order learning is a critical component of education. For decades, educators and scientists have engaged in an ongoing debate about whether higher order learning…
Expectancy of an open-book test decreases performance on a delayed closed-book test
Expected an open-book test decreased participants’ time spent studying and their delayed test performance on closed-book comprehension and transfer tests, demonstrating that test expectancy can influence long-term learning.