Testing versus review: Effects on retention.

Nungester, Ronald J.; Duchastel, Philippe C.

doi:10.1037/0022-0663.74.1.18

Cited by 111 publications

(104 citation statements)

References 8 publications

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“…The authors suggest that the failure to obtain a retention benefit of testing in Experiment 3 of their study might be due to the change in test format on the final test. However, as they also note, other researchers have generally found evidence suggesting that taking a short answer test can facilitate later multiple choice test performance (Kang et al 2007;McDaniel et al 2007;Nungester and Duchastel 1982). In other words, the absence of a testing effect in Experiment 3 of the Hinze and Wiley (2011) study cannot be readily explained.…”

mentioning

confidence: 71%

“…Testing effect studies using short answer questions have almost exclusively assessed recall after relatively long retention intervals of days or weeks (e.g., Butler 2010;Duchastel 1981;Hinze and Wiley 2011;Kang et al 2007;LaPorte and Voss 1975;Nungester and Duchastel 1982). Assessing recall performance at a single point in time makes it impossible to directly investigate the course of forgetting.…”

Section: Methodsmentioning

confidence: 99%

“…For instance, Nungester and Duchastel (1982) found that taking a short-answer test enhanced long-term recall performance for a factually oriented history passage. Also, in a more recent study, Hinze and Wiley (2011) found similar results using expository science texts and a fill-in-the-blank test.…”

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confidence: 99%

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The Effect of Testing on the Retention of Coherent and Incoherent Text Material

2015

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Research has shown that testing during learning can enhance the long-term retention of text material. In two experiments, we investigated the testing effect with a fill-in-the-blank test on the retention of text material. In Experiment 1, using a coherent text, we found no retention benefit of testing compared to a restudy (control) condition. In Experiment 2, text coherence was disrupted by scrambling the order of the sentences from the text. The material was subsequently presented as a list of facts as opposed to connected discourse. For the incoherent version of the text, testing slowed down the rate of forgetting compared to a restudy (control) condition. The results suggest that the connectedness of materials can play an important role in determining the magnitude of testing benefits for long-term retention. Testing with a completion test seems most beneficial for unconnected materials and less so for highly structured materials.Keywords The testing effect . Retrieval practice . Text coherence . Long-term retention In recent years, there has been a resurgence of interest for the potential benefits of testing on long-term retention. Research has shown that taking tests during learning can have profound effects on later recall compared to less demanding learning strategies like repeated study Karpicke 2006a, 2006b). The general findings are especially surprising, since repeated study will most often result in superior performance on a recall test given shortly after learning. However, this short-term benefit is not long lasting. Repeated study will generally result in a relatively fast rate of forgetting, while successful retrieval of information during learning slows down the rate of forgetting (Carpenter et al. 2008;Wheeler et al. 2003). Consequently, testing generally results in superior recall performance after a relatively long retention interval. This so-called testing effect (also known as the retrieval practice effect) has been found with different types of materials and different types of tests and using a variety of retention interval conditions (Roediger and Karpicke 2006a). Claims have been made that the testing effect is of critical importance for education, and these claims have been corroborated by studies replicating Educ Psychol Rev (2015) 27:305-315

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confidence: 71%

Section: Methodsmentioning

confidence: 99%

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The Effect of Testing on the Retention of Coherent and Incoherent Text Material

2015

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“…8,11,13,19 Intermittently placing testing events in learning environments also facilitated learning more that repeated studying. 4,7,12,20 Research regarding student pharmacists' use of learning strategies and the use of testing in pharmacy curricula is scant. Garavalia and colleagues 21 examined student perceptions of self-regulated learning strategies across firstyear (P1) and third-year (P3) students.…”

Section: Introductionmentioning

confidence: 99%

“…10 However, a test often is perceived only as an assessment of learning and not a learning event, 4 while strategies such as reading notes, attending lecture, and highlighting important points are perceived as learning events. 11,12 From a cognitive psychology perspective, testing involves retrieving information from memory or retrieval. Testing also can assess higher-order thinking, but retrieval of knowledge is still necessary.…”

Section: Introductionmentioning

confidence: 99%

Student Pharmacists' Perceptions of Testing and Study Strategies

Hagemeier

Mason

2011

American Journal of Pharmaceutical Education

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Objectives. To solicit student pharmacists' perceptions of testing, study strategies, and recall ability, and use of retrieval practices in metacognitive learning strategies. Methods. A 42-item survey instrument was constructed that covered the following areas of interest: perceptions of the purpose of testing, perceptions of study strategies, perceptions of recall ability, use of retrieval practice, and demographic characteristics. The survey instrument was administered to first-, second-, and third-year doctor of pharmacy (PharmD) students (N 5 425) at Purdue University. Results. Students perceived the primary purpose of tests to be to assess the amount of material they had learned. Massed practice was a technique that they frequently used in studying for course examinations. Students did not express confidence in their ability to recall learned information once they became pharmacists. The use of retrieval practice in learning was not used by most student pharmacists, nor did students perceive retrieval practice to increase retention or learning. Conclusion. Perceptions of testing and the manner in which student pharmacists engage in learning activities may not be optimal for the development of lifelong learners.

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