A Systematic Review of the Testing Effect in Learning

Eisenkraemer, Raquel Eloísa; Jaeger, Antônio; Stein, Llilian Milnitsky

doi:10.1590/1982-43272356201314

Cited by 23 publications

(19 citation statements)

References 58 publications

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“…That is, children are provided with high-intensity input but are never required to respond to that input. Prior research on children and adults with typical language has suggested that testing enhances learning over and above gains made simply through study or input (Eisenkraemer, Jaeger, & Stein, 2013;Roediger & Butler, 2011;Rowland, 2014). For example, Karpicke and Roediger (2008) showed that repeated testing increased final recall by 4 SD compared with repeated study.…”

Section: Development Of Interactive Book Readingmentioning

confidence: 99%

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response

Storkel

Voelmle

Fierro

et al. 2017

LSHSS

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Purpose This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. Method An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II preliminary clinical trial. A total of 27 kindergarten children with SLI were randomized to 1 of 4 intensities of interactive book reading: 12, 24, 36, or 48 exposures. Word learning was monitored through a definition task and a naming task. An intensity response curve was examined to identify the adequate intensity. Correlations and classification accuracy were used to examine variation in response to treatment relative to pretreatment and early treatment measures. Results Response to treatment improved as intensity increased from 12 to 24 to 36 exposures, and then no further improvements were observed as intensity increased to 48 exposures. There was variability in treatment response: Children with poor phonological awareness, low vocabulary, and/or poor nonword repetition were less likely to respond to treatment. Conclusion The adequate intensity for this version of interactive book reading was 36 exposures, but further development of the treatment is needed to increase the benefit for children with SLI.

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Section: Development Of Interactive Book Readingmentioning

confidence: 99%

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response

Storkel

Voelmle

Fierro

et al. 2017

LSHSS

View full text Add to dashboard Cite

show abstract

“…Research in several eyewitness studies has also shown that immediate testing improves retention of the studied information over time (Dunning & Stern, 1992;Mackay & Paterson, 2014;Odinot, Memon, La Rooy, & Millen, 2013;Paterson, Eijkemans, & Kemp, 2014; for a review, see Eisenkraemer, Jaeger, & Stein, 2013). The robustness of these findings challenges the claim that an officer's report will be more accurate two or three days post-OIS.…”

Section: The Waiting Periodmentioning

confidence: 99%

What should happen after an officer-involved shooting? Memory concerns in police reporting procedures.

Grady

Butler

Loftus

2016

Journal of Applied Research in Memory and Cognition

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Procedures around interviewing a police officer after a shooting have recently come under increased scrutiny. Some argue the officers should be allowed to view available video footage from body cameras and wait two to three days to de-stress before being interviewed. While viewing the video first may increase accuracy for details present in the footage, it may also cause forgetting or distortion for other parts of the situation not captured on camera, including the officer's perception and construal of the situation. Additionally, memory is likely to decay over any delay from a waiting period, with little support for the claim that a long de-stressing period will improve accuracy compared to an immediate report. Though this is a complex policy matter with many considerations, these procedures may do more harm than good when it comes to preserving the most accurate and helpful memory from the police officer.

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“…Conventionally, the educational process has been designed to assess the quality of learning at a few designated standpoints throughout the semester. A number of courses assess the students twice in a semester in form of summative mid-term and final-term exams, with a few-two to five mostly-formative, relatively smaller, low-stake assessment instruments, administered in between [2]. Administering assessments beyond this number is mostly considered bothersome by teachers, as well as by students [2].…”

Section: Introductionmentioning

confidence: 99%

“…A number of courses assess the students twice in a semester in form of summative mid-term and final-term exams, with a few-two to five mostly-formative, relatively smaller, low-stake assessment instruments, administered in between [2]. Administering assessments beyond this number is mostly considered bothersome by teachers, as well as by students [2]. It is especially burdensome for teachers working with large enrolments and/or offering multiple course in parallel-a case highly likely in educational systems of developing nations [3], as well as a growing issue in industrialized world [4].…”

Section: Introductionmentioning

confidence: 99%

Smart Learning Analytics and Frequent Formative Assessments to Improve Student Retention

Hassan

Qureshi

Moreno

et al. 2018

2018 International Conference on Smart Communications and Networking (SmartNets)

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In today's world of competitive educational institutions, it is imperative that the final product, the students, are of the optimal quality as required by the professional industry. Conventionally, the progress and quality of the students were only assessed in end-of-term results, or at a few standpoints, which neglected the possibility of improving the weak areas. This shortcoming of the conventional educational system resulted in a high rejection/dropout of the potentially capable students. In this work, the authors propose adaptation of a novel content delivery, formative assessment, smart analytics and instant feedback mechanism pipelined into the educational process. The proposed model can potentially circumvent the pitfalls and significantly reduce the errors of assessment, grading, and the delivery of feedback. The proposed approach concurrently assures the quality of students at each formative step within a semester's time, thus improving the quality of intake of the subsequent standpoint. The approach has been evaluated on one subject, Functional English, within a four year Computer Science Baccalaureate program. The results of the outcomes can be plausibly extended and applied onto other educational contexts.

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A Systematic Review of the Testing Effect in Learning

Cited by 23 publications

References 58 publications

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response

What should happen after an officer-involved shooting? Memory concerns in police reporting procedures.

Smart Learning Analytics and Frequent Formative Assessments to Improve Student Retention

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