Are Open-Book Tests Still as Effective as Closed-Book Tests Even after a Delay of 2 Weeks?

Autor/inn/en	Wenzel, Kristin; Schweppe, Judith; Rummer, Ralf
Titel	Are Open-Book Tests Still as Effective as Closed-Book Tests Even after a Delay of 2 Weeks?
Quelle	In: Applied Cognitive Psychology, 36 (2022) 3, S.699-707 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wenzel, Kristin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3943
Schlagwörter	Test Format; Memory; Outcomes of Education; Academic Achievement; Evaluation Methods; Retention (Psychology) + Suchen Sie Ihr Suchwort? Testentwicklung; Gedächtnis; Lernleistung; Schulerfolg; Schulleistung; Merkfähigkeit
Abstract	The present work was conducted to re-examine the findings of Agarwal et al. ("Applied Cognitive Psychology," 22(7), 861-876, 2008), which showed that both closed-book tests (with feedback) and open-book tests increased learning outcomes after 1 week compared to simple re-study of the same materials. However, contrary to often found benefits of retrieval practice--which should be more pronounced in closed-book tests--both test conditions proved to be similarly effective. As retrieval practice benefits increase with retention interval, this pattern may change with a longer delay. Hence, we conducted a laboratory study and applied three within-participant learning conditions (re-study, open-book test, closed-book test with feedback) with a 2 weeks instead of 1 week delay between studying and the final test. Notably, our results mirrored the findings of Agarwal et al. ("Applied Cognitive Psychology," 22(7), 861-876, 2008) showing that open-book and closed-book tests outperform re-study but are similarly effective--even using a slightly changed procedure, new materials, a different sample, and a longer delay. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01