The testing effect: The role of feedback and collaboration in a tertiary classroom setting

Applied Cognitive Psychology

Volumn 24, Issue 8, 2010, Pages 1183-1195

  Vojdanoska, Marija ^a   Cranney, Jacquelyn ^a,b   Newell, Ben R ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

^b School of Psychology UNSW Australia   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; CLINICAL EVALUATION; COLLABORATIVE TESTING; CORRELATION ANALYSIS; FEEDBACK SYSTEM; FEMALE; HUMAN; HUMAN EXPERIMENT; INTELLIGENCE TEST; KNOWLEDGE; LEARNING; LONG TERM MEMORY; MALE; MEMORY CONSOLIDATION; NORMAL HUMAN; PRIORITY JOURNAL; TEST RETEST RELIABILITY; TESTING EFFECT; UNIVERSITY;

EID: 78649600382     PISSN: 08884080     EISSN: 10990720     Source Type: Journal    
DOI: 10.1002/acp.1630     Document Type: Article

References (42)

1. Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C. C. (1991). Effects of frequent classroom testing. Journal of Educational Research, 85, 89-99.
2. Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238.
3. Basden, B. H., Basden, D. R., Bryner, S., & Thomas, R. L. III, (1997). A comparison of group and individual remembering: Does collaboration disrupt retrieval strategies? Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1176-1191.
4. Blumen, H. M., & Rajaram, S. (2008). Influence of re-exposure and retrieval disruption during group collaboration on later individual recall. Memory, 16, 231-244.
5. Butler, A. C., Karpicke, J. D., & Roediger, H. L. III, (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.
6. Butler, A. C., Karpicke, J. D., & Roediger, H. L. III, (2008). Correcting a metacognitive error: Feedback increases retention of low confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 918-928.
7. Butler, A. C., & Roediger, H. L. III, (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527.
8. Butler, A. C., & Roediger, H. L. III, (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36, 604-616.
9. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Psychology, 65, 245-281.
10. Carpenter, S. K., & DeLosh, E. L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Memory & Cognition, 34, 268-276.
11. Chan, J. C. K., McDermott, K. B., & Roediger, H. L. III, (2006). Retrieval induced facilitation: Initially nontested material can benefit from prior testing of related material. Journal of Experimental Psychology: General, 135, 553-571.
12. Cranney, J., Ahn, M., McKinnon, R., Morris, S., & Watts, K. (2009). The testing effect, collaborative learning, and retrieval-induced facilitation in a classroom setting. European Journal of Cognitive Psychology, 21, 919-940.
13. Glover, J. A. (1989). The "testing" phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81, 392-399.
14. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
15. Jaffe, E. (2008). Will that be on the test? Observer, 21, 18-21.
16. Kang, S. H. K., McDermott, K. B., & Roediger, H. L. III, (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558.
17. Karau, S. J., & Hart, J. W. (1998). Group cohesiveness and social loafing: Effects of a social interaction manipulation on individual motivation within groups. Group Dynamics: Theory, Research, and Practice, 13, 185-191.
18. Karpicke, J. D., & Roediger, H. L. III, (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162.
19. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: An historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
20. Kulhavy, R. W., & Stock, W. A. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1, 279-308.
21. Latane, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37, 822-832.
22. Leeming, F. C. (2002). The exam-a-day procedure improves performance in psychology classes. Teaching of Psychology, 29, 210-212.
23. McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494-513.
24. McDaniel, M. A., & Fisher, R. P. (1991). Tests and test feedback as learning sources. Contemporary Educational Psychology, 16, 192-201.
25. McDaniel, M. A., & Masson, M. E. (1985). Altering memory representations through retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 371-385.
26. McKeachie, W. J. (1963). Research on teaching at the college and university level. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 1118-1172). Chicago: Rand McNally.
27. Meltzoff, J. (1998). Critical thinking about research: Psychology and related fields. Washington, DC: American Psychological Association.
28. Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning & Verbal Behaviour, 16, 519-533.
29. Nelson, T. O., & Dunlosky, J. (1991). When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: The "delayed-JOL effect". Psychological Science, 2, 267-270.
30. Pashler, H., Cepeda, N. J., Wixted, J., & Rohrer, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 3-8.
31. Roediger, H. L., III, & Karpicke, J. D. (2006a). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.
32. Roediger, H. L., III, & Karpicke, J. D. (2006b). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.
33. Roediger, H. L., III, & Marsh, E. J. (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory and Cognition, 31, 1155-1159.
34. Roediger, H. L., III, Meade, M. L., & Bergman, E. T. (2001). Social contagion of memory. Psychonomic Bulletin & Review, 8, 365-371.
35. Sainsbury, E. J., & Walker, R. A. (2008). Assessment as a vehicle for learning: extending collaboration into testing. Assessment & Evaluation in Higher Education, 33, 103-117.
36. Sassenrath, J. M., & Garverick, C. M. (1965). Effects of differential feedback from examinations on retention and transfer. Journal of Educational Psychology, 56, 259-263.
37. Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78, 153-189.
38. Spitzer, H. F. (1939). Studies in retention. Journal of Educational Psychology, 30, 641-656.
39. Weldon, M. S., & Bellinger, K. D. (1997). Collective memory: Collaborative and individual processes in remembering. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1160-1175.
40. Wheeler, M. A., & Roediger, H. L. (1992). Disparate effects of repeated testing: reconciling Ballard's (1913) and Bartlett's (1932) results. Psychological Science, 3, 240-245.
41. Worrell, F. C., Casad, B. J., Daniel, D. B., McDaniel, M., Messer, W. S., Miller, H. L., Jr., et al. (2009). Promising principles for translating psychological science into teaching and learning. In D. F., Halpern (Ed.), Undergraduate education in psychology: A blueprint for the future of the discipline (pp. 129-144). Washington, DC: American Psychological Association.
42. Wright, D. B., & Klumpp, A. (2004). Collaborative inhibition is due to the product, not the process, of recalling in groups. Psychonomic Bulletin and Review, 11, 1080-1083.