Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes

Journal of Experimental Psychology: Applied

Volumn 20, Issue 1, 2014, Pages 3-21

  McDermott, Kathleen B ^a   Agarwal, Pooja K ^a   D'Antonio, Laura ^a   Roediger III , Henry L ^a   McDaniel, Mark A ^a  

^a WASHINGTON UNIVERSITY   (United States)

Author keywords

Classroom learning; Education; Quiz; Retrieval practice; Testing effect

Indexed keywords

ACHIEVEMENT; ADOLESCENT; CHILD; DECISION MAKING; EDUCATION; FEEDBACK SYSTEM; FEMALE; HUMAN; LEARNING; LONG TERM MEMORY; MALE; SCHOOL; STUDENT;

ACHIEVEMENT; ADOLESCENT; CHILD; CHOICE BEHAVIOR; EDUCATIONAL MEASUREMENT; FEEDBACK; FEMALE; HUMANS; LEARNING; MALE; PRACTICE (PSYCHOLOGY); RETENTION (PSYCHOLOGY); SCHOOLS; STUDENTS;

EID: 84897625055     PISSN: 1076898X     EISSN: None     Source Type: Journal    
DOI: 10.1037/xap0000004     Document Type: Article

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