Memorial Consequences of Answering SAT II Questions

Autor/inn/en	Marsh, Elizabeth J.; Agarwal, Pooja K.; Roediger, Henry L., III
Titel	Memorial Consequences of Answering SAT II Questions
Quelle	In: Journal of Experimental Psychology: Applied, 15 (2009) 1, S.1-11 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-898X
DOI	10.1037/a0014721
Schlagwörter	World History; Testing; Standardized Tests; Multiple Choice Tests; High School Students; Experimental Psychology; Undergraduate Students; Biology; Chemistry; Recall (Psychology); Academic Achievement; Performance; Influences + Suchen Sie Ihr Suchwort? Weltgeschichte; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Experimentelle Psychologie; Biologie; Chemie; Abberufung; Schulleistung; Achievement; Leistung; Influence; Einfluss; Einflussfaktor
Abstract	Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting incorrect alternatives on multiple-choice tests and then believing they were correct (Roediger & Marsh, 2005). In the current experiments, undergraduates and high school students answered multiple-choice questions retired from SAT II tests (that are no longer in the testing pool) on biology, chemistry, U.S. history, and world history, and later answered cued-recall questions about these subjects. In 3 experiments, we observed positive testing effects: More final cued-recall questions were answered correctly if the items had appeared on the initial multiple-choice test. We also sometimes observed negative testing effects: intrusions of multiple-choice distractors as answers on the final cued-recall test. Students who scored well on the initial test benefited from taking the test, but lower achieving students showed either less benefit (undergraduates) or costs from the testing (high school students). (Contains 8 tables, 1 figure, and 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10