How Do Students Regulate Their Use of Multiple Choice Practice Tests?

Autor/inn/en	Badali, Sabrina; Rawson, Katherine A.; Dunlosky, John
Titel	How Do Students Regulate Their Use of Multiple Choice Practice Tests?
Quelle	In: Educational Psychology Review, 35 (2023) 2, Artikel 43 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Badali, Sabrina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09761-1
Schlagwörter	Undergraduate Students; Drills (Practice); Multiple Choice Tests; Student Behavior; Study Habits; Self Management + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Student behaviour; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten; Selbstmanagement
Abstract	Multiple-choice practice tests are beneficial for learning, and students encounter multiple-choice questions regularly. How do students regulate their use of multiple-choice practice testing? And, how effective is students' use of multiple-choice practice testing? In the current experiments, undergraduate participants practiced German-English word pairs. Students started with an initial study trial for each pair. Then, they had the options to restudy an item, take a practice test, or remove it from further practice. For comparison to students' use of multiple-choice practice questions, we included a second self-regulated group that had access to cued-recall practice questions. Participants chose to complete multiple-choice questions until they correctly answered each item about one time during practice, similar to students' use of cued-recall questions. We also included experimenter-controlled groups in which participants completed practice tests until they reached a higher number of correct answers during practice. As compared to the experimenter-controlled groups, participants who regulated their use of multiple-choice questions scored lower on final tests but also spent less time practicing items. Thus, when considering final test performance in relation to time spent practicing, students' choices to use multiple-choice practice questions to about one correct answer per item was comparatively effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01