Learners’ choices and beliefs about self-testing

Kornell, Nate; Son, Lisa K.

doi:10.1080/09658210902832915

Cited by 170 publications

(167 citation statements)

References 44 publications

(53 reference statements)

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“…In Experiment 2, students who viewed the fluent or disfluent lecture subsequently studied the material for a comparable amount of time. This finding aligns with other research showing a disassociation between metacognitive judgments and study decisions (e.g., Kornell & Son, 2009;Moulin, Perfect, & Jones, 2000). Although study time could be driven to some degree by students' perceptions of how well they know the material, it could also be driven by the potentially stronger effects of habitual reading processes (Ariel, Al-Harthy, Was, & Dunlosky, 2011).…”

Section: Discussionsupporting

confidence: 72%

Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

et al. 2013

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The present study explored the effects of lecture fluency on students' metacognitive awareness and regulation. Participants watched one of two short videos of an instructor explaining a scientific concept. In the fluent video, the instructor stood upright, maintained eye contact, and spoke fluidly without notes. In the disfluent video, the instructor slumped, looked away, and spoke haltingly with notes. After watching the video, participants in Experiment 1 were asked to predict how much of the content they would later be able to recall, and participants in Experiment 2 were given a text-based script of the video to study. Perceived learning was significantly higher for the fluent instructor than for the disfluent instructor (Experiment 1), although study time was not significantly affected by lecture fluency (Experiment 2). In both experiments, the fluent instructor was rated significantly higher than the disfluent instructor on traditional instructor evaluation questions, such as preparedness and effectiveness. However, in both experiments, lecture fluency did not significantly affect the amount of information learned. Thus, students' perceptions of their own learning and an instructor's effectiveness appear to be based on lecture fluency and not on actual learning.Keywords Metacognition . Memory . Overconfidence . Processing ease . FluencyIn order to learn effectively, individuals must be able to accurately assess their own knowledge. Being able to recognize what one knows-and does not know-is an essential step when deciding what information needs to be learned (e.g

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Section: Discussionsupporting

confidence: 72%

Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

et al. 2013

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“…Prior research has found that people tend to be unaware of the backward testing benefit (Agarwal, Karpicke, Kang, Roediger, & McDermott, 2008;Kornell & Son, 2009;Roediger & Karpicke, 2006b). For example, Roediger and Karpicke (2006b) explored the backward testing effect on metamemory monitoring (a form of metacognitive reflection of learning or memory status) by asking participants either to study a text four times or to study it once and take three free recall tests.…”

Section: Testing Effect and Metamemory Monitoringmentioning

confidence: 99%

The forward testing effect on self-regulated study time allocation and metamemory monitoring.

Yang¹,

Potts²,

Shanks³

2017

Journal of Experimental Psychology: Applied

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The forward testing effect describes the finding that testing of previously studied information potentiates learning and retention of new information. Here we asked whether interim testing boosts self-regulated study time allocation when learning new information and explored its effect on metamemory monitoring. Participants had unlimited time to study five lists of Euskara-English word pairs (Experiment 1) or four lists of face-name pairs (Experiment 2). In a No Interim Test group which was only tested on the final list, study time decreased across successive lists. In contrast, in an Interim Test group, which completed a recall test after each list, no such decrease was observed.Experiments 3 and 4 were designed to investigate the forward testing effect on metamemory monitoring and found that this effect is associated with metacognitive insight. Overall, the current study reveals that interim tests prevent the reduction of study time across lists and that people's metamemory monitoring is sensitive to the forward benefit of interim testing. Moreover across all four experiments, the Interim Test group was less affected by proactive interference in the final list interim test than the No Interim Test group. The results suggest that variations in both encoding and retrieval processes contribute to the forward benefit of interim testing.Keywords: forward testing effect; self-regulated learning; encoding; retrieval; metamemory monitoring Forward testing effect 3With the increasing popularity and availability of free online courses and learning aids, selfregulated learning is taking place more and more outside of the formal classroom (Bjork, Dunlosky, & Kornell, 2013). To use these opportunities effectively, learners must understand how to regulate their behaviour to optimize learning, comprehension, and knowledge transfer. However, recent studies reveal that we are far from being sophisticated learners (for a review, see Bjork et al., 2013).Therefore, self-regulated learning has become a significant focus of theoretical and empirical research for both psychologists and educators.A few studies have been conducted employing interim tests to optimize self-regulated learning of previously studied or tested information (Karpicke, 2009;Soderstrom & Bjork, 2014). But no research has yet been undertaken employing interim tests to optimize self-regulated learning of new information. One aim of the current study is to fill this gap. Specifically, we explored how interim tests influence subsequent self-regulated study time allocation when learning new information. Backward testing effectIn educational settings, testing is usually regarded as an evaluative instrument to assess learning and comprehension. A large body of research has supplied convincing evidence that testing is also an effective instrument to facilitate long term retention (for a review, see Roediger & Karpicke, 2006a). The common finding that retrieval of previously studied information enhances its retention by comparison with restudying that informat...

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“…In the present study, 35% of the teacher students reported that they studied more for the class where quizzing was introduced (Table 1). In keeping with this, several other researchers (e.g., Bjork et al, 2013;Kornell & Son, 2009;Tullis et al, 2013) have argued that many learners only recognise the indirect effects of test enhanced learning (i.e., means of assessing, or diagnostic tool) but not the direct (mnemonic) effects it has on improving memory retention. Such misconceptions about learning through retrieval practices is discernible in Table 4, where more than half (63%, 57%, and 52%), and 42% judged those second benefits as top four reasons pursuing learning.…”

Section: Direct Effects Of the Retrieval Practicementioning

confidence: 97%

“…(Yes/No). The last question was included because it concerns a metacognitive aspect and prior research suggests that students commonly use quizzes to diagnose their learning (Kornell & Son, 2009) and subsequently guide their future studies.…”

Section: Survey Materialsmentioning

confidence: 99%

Implementing Test Enhanced Learning: Swedish Teacher Students’ Perception of Quizzing

Nyroos

Schéle²,

Wiklund-Hörnqvist³

2016

IJHE

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Given previous findings on test enhanced learning, the present study examined the implementation of this practice in terms of quizzing, during the progress of a course. After completing the university course, 88 Swedish teacher students were asked to answer an adapted Retrieval Practice and Test Anxiety Survey. The results showed that students perceived quizzing to improve learning, and reduce test anxiety. Nonetheless, based on students' misconceptions regarding why quizzing actually enhances learning, it is suggested that implications of test enhanced learning was not fully conveyed. It is for educational purpose imperative to not forget this application.

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Learners’ choices and beliefs about self-testing

Cited by 170 publications

References 44 publications

Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual learning

The forward testing effect on self-regulated study time allocation and metamemory monitoring.

Implementing Test Enhanced Learning: Swedish Teacher Students’ Perception of Quizzing

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