Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement

Autor/inn/en	McDaniel, Mark A.; Agarwal, Pooja K.; Huelser, Barbie J.; McDermott, Kathleen B.; Roediger, Henry L., III
Titel	Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement
Quelle	In: Journal of Educational Psychology, 103 (2011) 2, S.399-414 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0021782
Schlagwörter	Feedback (Response); Course Content; Grade 8; Incidence; Multiple Choice Tests; Summative Evaluation; Achievement Gains; Testing; Science Activities; Science Course Improvement Projects; Science Education; Pacing; Educational Experiments; Test Content; Educational Psychology; Middle School Students + Suchen Sie Ihr Suchwort? Kursprogramm; School year 08; 8. Schuljahr; Schuljahr 08; Vorkommen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement gain; Leistungssteigerung; Testdurchführung; Testen; Naturwissenschaftliche Bildung; Lerntempo; Schulversuch; Testaufgabe; Erziehungspsychologie; Pädagogische Psychologie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Typically, teachers use tests to evaluate students' knowledge acquisition. In a novel experimental study, we examined whether low-stakes testing ("quizzing") can be used to foster students' learning of course content in 8th grade science classes. Students received multiple-choice quizzes (with feedback); in the quizzes, some target content that would be included on the class summative assessments was tested, and some of the target content was not tested. In Experiment 1, three quizzes on the content were spaced across the coverage of a unit. Quizzing produced significant learning benefits, with between 13% and 25% gains in performance on summative unit examinations. In Experiments 2a and 2b, we manipulated the placement of the quizzing, with students being quizzed on some content prior to the lecture, quizzed on some immediately after the lecture, and quizzed on some as a review prior to the unit exam. Review quizzing produced the greatest increases in exam performance, and these increases were only slightly augmented when the items had appeared on previous quizzes. The benefits of quizzing (relative to not quizzing) persisted on cumulative semester and end-of-year exams. We suggest that the present effects reflect benefits accruing to retrieval practice, benefits that are well established in the basic literature. (Contains 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10