Using Quizzing to Assist Student Learning in the Classroom: The Good, the Bad, and the Ugly

Autor/inn/en	Nguyen, Khuyen; McDaniel, Mark A.
Titel	Using Quizzing to Assist Student Learning in the Classroom: The Good, the Bad, and the Ugly
Quelle	In: Teaching of Psychology, 42 (2015) 1, S.87-92 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628314562685
Schlagwörter	Testing; Student Evaluation; Summative Evaluation; Educational Benefits; Testing Problems; Educational Research; Laboratories; Evaluation Methods; Experiments + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Schulnote; Studentische Bewertung; Bildungsertrag; Bildungsforschung; Pädagogische Forschung; Laboratory; Laboratorium; Erprobung
Abstract	Recently, the testing effect has received a great deal of attention from researchers and educators who are intrigued by its potential to enhance student learning in the classroom. However, effective incorporation of testing (as a learning tool) merits a close examination of the conditions under which testing can enhance student learning in an authentic classroom setting, where a number of factors may deviate from the laboratory. Based on existing evidence, we highlight several studies that encompass a few of the complexities of using testing to enhance course performance, including situations in which quizzing is beneficial for summative test performance, contexts in which quizzing does not appear to be as beneficial, and instances in which quizzing may actually hamper final test performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01