Achieving Testing Effects in an Authentic College Classroom

Autor/in	Shobe, Elizabeth
Titel	Achieving Testing Effects in an Authentic College Classroom
Quelle	In: Teaching of Psychology, 49 (2022) 2, S.164-175 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shobe, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211015669
Schlagwörter	Student Evaluation; Testing; Introductory Courses; Psychology; College Students; Tests; Scores; Memory; Recall (Psychology); Performance + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Testdurchführung; Testen; Einführungskurs; Psychologie; Collegestudent; Examination; Prüfung; Examen; Gedächtnis; Abberufung; Achievement; Leistung
Abstract	Background: Findings from the testing effect literature suggest several ways to achieve testing effects in an authentic classroom, but few consider instructor workload, equity, and resources that determine feasibility and sustainability of testing effect methods in practice. Objective: To determine elements and procedures from the testing effect literature for practical application, devise a method for feasibly and sustainably implementing testing effect methods in practice, and determine if a simple way to incorporate retrieval practice into an existing introduction to psychology course was sufficient to observe testing effects. Method: Quiz scores of Introductory Psychology sections with and without retrieval practice were compared. Sections with retrieval practice also compared the effects of repeated and new questions on quiz performance. Results: Students with retrieval practice performed significantly better on quizzes than those without. Repeated and new retrieval practice were equally superior. Conclusion: Retrieval practices can successfully be implemented, feasibly and sustainably, in an authentic classroom environment. Retrieval practice questions can be related to delayed practice questions, rather than exact repeats, to achieve a testing effect. Teaching Implications: Distributing low stakes multiple-choice questions throughout lectures is effective for increasing test performance. The current method was neither burdensome to workload, content, or resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01