The Usefulness of Retrieval Practice and Review-Only Practice for Answering Conceptually Related Test Questions

Abstract

In a simulated last-minute test preparation scenario, the authors examined the extent to which practice can influence accuracy of self-assessment, overall test performance, and memory of a familiar knowledge domain. They simulated test preparation by exposing students to practice questions, allegedly from a study guide. The test preparation consisted of either answering questions (retrieval practice) and then checking the correctness of the answers or reviewing questions along with their answers (review-only practice). Immediately after either form of practice, students took a test with questions whose content was conceptually related to the practice test questions. In this study, both forms of practice had a beneficial effect on self-assessment prior to the test and on overall test performance. When the authors examined specific memory responses, they found practice to benefit the frequency of correct responses that students defined as experiences of remembering and knowing. The effect of practice was not modulated by the recency of the acquisition of the domain being tested (at least within the time span of an academic semester).

Long-term effects of testing on the recall of nontested materials

“…This interest stems mainly from the fact that testing has been established as one of the most powerful memory enhancers available Karpicke & Roediger, 2008;McDaniel, Roediger et al, 2007). Echoing this general idea, recent research (e.g., Chan, 2009;Chan et al, 2006;Cranney et al, 2009;Pilotti et al, 2009) has reported that testing can enhance retention of both the tested and nontested-related materials. In the current experiment, I have demonstrated that the benefits of RIFA are long-lived.…”

“…As noted in the Introduction, the evidence on whether testing can benefit or harm longterm retrieval of the nontested materials is mixed, such that some studies showed a benefit Chan, 2009;Chan et al, 2006;Pilotti et al, 2009), some showed a deficit (Garcia-Bajos et al, 2009;Tandoh & Naka, 2007), and still others showed no difference (MacLeod & Macrae, 2001). Although integration has been established as a critical factor in whether testing will help or hurt later recall of the nontested materials (Anderson et al, 2000;Bauml & Hartinger, 2002;Chan, 2009), the effects of delay is still uncertain.…”

“…While some studies have shown that testing can enhance the delayed recall of nontested-related material relative to no initial testing (e.g., Chan et al, 2006;Pilotti et al, 2009), others have reported the contrary (e.g., Conroy & Salmon, 2006;GarciaBajos, Migueles, & Anderson, 2009;Tandoh & Naka, 2007). For example, Tandoh and Naka showed that testing can impair delayed recall of the nontested materials, but they did not used integrative, textbook like materials.…”

Standardized Patient-Narrated Web-Based Learning Modules Improve Students’ Communication Skills on a High-stakes Clinical Skills Examination

“…Some studies have demonstrated that lastminute preparation correlates with higher test performance, 19 but others have not. 17,18,28 It is unclear whether the module actually leads to clinical skills acquisition versus merely prompting students to review and use skills they have already learned (i.e.…”

“…"last-minute" preparation) are effective. [16][17][18][19] Web-based learning in medical education is associated with positive learning outcomes and appears to be as effective as traditional teaching methods. 20,21 Web-based SP teaching modules typically consist of videotaped clinical encounters between medical students and SPs with expert clinician commentary; they are more cost-effective, convenient for students, and easier to administer although less preferred by students than inperson SP modules.…”