Test-Enhanced Learning in the Classroom: Long-Term Improvements From Quizzing

Journal of Experimental Psychology: Applied

Volumn 17, Issue 4, 2011, Pages 382-395

  Roediger, Henry L ^a   Agarwal, Pooja K ^a   McDaniel, Mark A ^a   McDermott, Kathleen B ^a  

^a WASHINGTON UNIVERSITY   (United States)

Author keywords

Classroom learning; Retrieval practice; Test enhanced learning; Testing effect

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; EDUCATION; FEMALE; HUMAN; LEARNING; LONG TERM MEMORY; MALE; METHODOLOGY; STUDENT;

ADOLESCENT; CHILD; EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; LEARNING; MALE; PRACTICE (PSYCHOLOGY); RETENTION (PSYCHOLOGY); STUDENTS;

EID: 84855311048     PISSN: 1076898X     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0026252     Document Type: Article

References (55)

1. Abbott E.E. On the analysis of the factors of recall in the learning process. Psychological Monographs 1909, 11:159-177. doi: 10.1037/h0093018.
2. Agarwal P.K., Karpicke J.D., Kang S.H.K., Roediger H.L., McDermott K.B. Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology 2008, 22:861-876. doi: 10.1002/acp.1391.
3. Bjork R.A. Retrieval as a memory modifier: An interpretation of negative recency and related phenomena. Information processing and cognition: The Loyola Symposium 1975, 123-144. Erlbaum, Hillsdale, NJ. R.L. Solso (Ed.).
4. Blaxton T.A. Investigating dissociations among memory measures: Support for a transfer-appropriate processing framework. Journal of Experimental Psychology: Learning, Memory, and Cognition 1989, 15:657-668. doi: 10.1037/0278-7393.15.4.657.
5. Bransford J.D., Franks J.J., Morris C.D., Stein B.S. Some general constraints on learning and memory research. Levels of processing in human memory 1979, 331-354. Erlbaum, Hillsdale, NJ. L.S. Cermak, F.I.M. Craik (Eds.).
6. Butler A.C., Roediger H.L. Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology 2007, 19:514-527. doi: 10.1080/09541440701326097.
7. Butler A.C. Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition 2010, 36:1118-1133. doi: 10.1037/a0019902.
8. Callender A.A., McDaniel M.A. The limited benefits of rereading educational texts. Contemporary Educational Psychology 2009, 34:30-41. doi: 10.1016/j.cedpsych.2008.07.001.
9. th grade students' retention of U.S. history facts. Applied Cognitive Psychology 2009, 23:760-771. doi: 10.1002/acp.1507.
10. Carrier M., Pashler H. The influence of retrieval on retention. Memory & Cognition 1992, 20:633-642. doi: 10.3758/BF03202713.
11. Craik F.I.M., Tulving E. Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General 1975, 104:268-294. doi: 10.1037/0096-3445.104.3.268.
12. Duchastel P.C., Nungester R.J. Testing effects measured with alternate test forms. Journal of Education Research 1982, 75:309-313.
13. Gardiner J.M., Craik F.I.M., Bleasdale F.A. Retrieval difficulty and subsequent recall. Memory & Cognition 1973, 1:213-216. doi: 10.3758/BF03198098.
14. Gates A.I. Recitation as a factor in memorizing. Archives of Psychology 1917, 6.
15. Hogan R.M., Kintsch W. Differential effects of study and test trials on long-term recognition and recall. Journal of Verbal Learning and Verbal Behavior 1971, 10:562-567. doi: 10.1016/S0022-5371(71)80029-4.
16. Glass A.L. The effect of distributed questioning with varied examples on exam performance on inference questions. Educational Psychology 2009, 29:831-848.
17. Hunt R.R., McDaniel M.A. The enigma of organization and distinctiveness. Journal of Memory and Language 1993, 32:421-445. doi: 10.1006/jmla.1993.1023.
18. Izawa C. The test-trial potentiating model. Journal of Mathematical Psychology 1971, 8:200-224. doi: 10.1016/0022-2496(71)90012-5.
19. Jones H.E. The effects of examination on the performance of learning. Archives of Psychology 1923-1924, 10:1-70.
20. Kang S.H.K., McDermott K.B., Roediger H.L. Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology 2007, 19:528-558. doi: 10.1080/09541440601056620.
21. Karpicke J.D., Butler A.C., Roediger H.L. Metacognitive strategies in student learning: Do students practice retrieval when they study on their own?. Memory 2009, 17:471-479. doi: 10.1080/09658210802647009.
22. Karpicke J.D., Roediger H.L. The critical importance of retrieval for learning. Science 2008, 319:966-968. doi: 10.1126/science.1152408.
23. Karpicke J.D. Metacognitive control and strategy selection: Deciding to practice retrieval during learning. Journal of Experimental Psychology: General 2009, 138:469-486. doi: 10.1037/a0017341.
24. Kintsch W. Comprehension: A paradigm for cognition 1998, Cambridge University Press, Cambridge, UK.
25. Kornell N., Bjork R.A. A stability bias in human memory: Overestimating remembering and underestimating learning. Journal of Experimental Psychology: General 2009, 138:449-468. doi: 10.1037/a0017350.
26. Mandler G. Organization and memory. The psychology of learning and motivation: Advances in research and theory 1967, 328-372. Academic Press, New York, NY. K.W. Spence, J.T. Spence (Eds.).
27. Mayer R.E. Learning and instruction 2008, Merrill Prentice Hall, Upper Saddle River, NJ. 2nd ed.
28. Mayer R.E. Applying the science of learning 2010, Pearson Merrill Prentice Hall, Upper Saddle River, NJ.
29. McDaniel M.A., Agarwal P.K., Huelser B.J., McDermott K.B., Roediger H.L. Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology 2011, 103:399-414.
30. McDaniel M.A., Anderson J.L., Derbish M.H., Morrisette N. Testing the testing effect in the classroom. European Journal of Cognitive Psychology 2007, 19:494-513.
31. McDaniel M.A., Masson M.E.J. Altering memory representations through retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition 1985, 11:370-384.
32. McDaniel M.A., Roediger H.L., McDermott K.B. Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review 2007, 14:200-206.
33. McDaniel, M. A., Thomas, R. C., Agarwal, P. K., Roediger, H. L., & McDermott, K. B. (2011). Quizzing promotes transfer of target principles in middle school science: Benefits on summative exams. Manuscript submitted for publication.
34. Metcalfe J., Finn B. Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin & Review 2008, 15:174-179.
35. Morris C.D., Bransford J.D., Franks J.J. Levels of processing versus transfer appropriate processing. Journal of Verbal Learning & Verbal Behavior 1977, 16:519-533.
36. Paivio A. Mental Imagery in associative learning and memory. Psychological Review 1969, 76:241-263.
37. Pyc M.A., Rawson K.A. Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?. Journal of Memory and Language 2009, 60:437-447.
38. Rawson K.A., Kintsch W. Rereading effects depend upon time of test. Journal of Educational Psychology 2005, 97:70-80.
39. Roediger H.L., Agarwal P.K., Kang S.H.K., Marsh E.J. Benefits of testing memory: Best practices and boundary conditions. New frontiers in applied memory 2010, 13-49. Psychology Press, Brighton, UK. G.M. Davies, D.B. Wright (Eds.).
40. Roediger H.L., Butler A.C. The critical role of retrieval practice in long-term retention. Trends in Cognitive Science 2011, 15:20-27.
41. Roediger H.L., Gallo D.A., Geraci L. Processing approaches to cognition: The impetus from the levels of processing framework. Memory 2002, 10:319-332.
42. Roediger H.L., Karpicke J.D. The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science 2006, 1:181-210.
43. Roediger H.L., Karpicke J.D. Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science 2006, 17:249-255.
44. Rohrer D., Taylor K., Sholar B. Tests enhance the transfer of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 2010, 36:233-239.
45. Sones A.M., Stroud J.B. Review, with special reference to temporal position. Journal of Educational Psychology 1940, 31:665-676.
46. Spitzer H.F. Studies in retention. Journal of Educational Psychology 1939, 30:641-656.
47. Swenson I., Kulhavy R.W. Adjunct questions and the comprehension of prose by children. Journal of Educational Psychology 1974, 66:212-215.
48. Thompson C.P., Wenger S.K., Bartling C.A. How recall facilitates subsequent recall: A reappraisal. Journal of Experimental Psychology: Human Learning and Memory 1978, 4:210-221.
49. Tulving E. Subjective organization in free recall of " unrelated" words. Psychological Review 1962, 69:344-354.
50. Tulving E. Organized retention and cued recall. Research and development towards the improvement of education 1968, 3-13. Dembar Educational Research Services, Madison, WI. H.J. Klausmeier, G.T. O'Hearn (Eds.).
51. Ward D. eInstruction: Classroom Performance System [Computer Software] 2007, EInstruction Corporation, Denton, TX.
52. Wheeler M.A., Ewers M., Buonanno J.F. Different rates of forgetting following study versus test trials. Memory 2003, 11:571-580.
53. Wheeler M.A., Roediger H.L. Disparate effects of repeated testing: Reconciling Ballard's (1913) and Bartlett's (1932) results. Psychological Science 1992, 3:240-245.
54. Willingham D.T. Why don't students like school? 2009, Jossey-Bass, San Francisco, CA.
55. Zaromb F.M., Roediger H.L. The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition 2010, 38:995-1008.