mark a. mcdaniel washington university test enhanced learning
TRANSCRIPT
Acknowledgements
Co-investigatorsRoddy RoedigerKathleen McDermott
FundingInstitute of Education SciencesGrant #R305H030339
Testing effect in the Laboratory
1. Tests better than additional (study) presentation of material for final test performance
2. Retrieval appears to be a potent memory modifier, with increasing retrieval demands (short answer) enhancing later retention
Central idea: Taking a test enhances learning and leads to better retention over time
Critical distinction:
Testing for Assessment
vs.
Testing to enhance Learning
Test-Enhanced Learning
Short answer
Multiple choice
Read answer
Control/filler
Within-Subjects,after each article8 items/condition
INTERVENINGEXPERIENCE FINAL TEST
Mult. choice (16): 4 from each of the 4 prior conditions
Short answer (16): 4 from each of the 4 prior conditions
3 days
Read 4 Current Directions articles
~15 mineach
N=48
ENCODING
Kang, McDermott, & Roediger
CRUCIALLY, TAKING AN INTERVENING SHORT ANSWER TEST BOOSTED FINAL PERFORMANCE MORE THAN JUST READING THE TEST ANSWERS
Error bars are 95% C.I.
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MC
SA
Read statements
None
INITIAL TEST
FINAL MC FINAL SA
.87 .94 .83 .69
.53 .57 .46 .27
Stimuli: Art history lectures (30 min.)
Three Learning SessionsParticipants watch a lecture then receive either a short MC quiz, SA quiz, or additional study of a lecture summary
Final Critical TestParticipants return to take a final short answer exam after a delay of one month
Butler & Roediger
.20
.36 .36.47
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.10
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.60
No Activity Study Multiple-Choice Short Answer
Initial Learning Condition
Pro
port
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Corr
ect
Butler & Roediger
Final Short Answer Test
• Regardless of the form of the final test, initial attempts to retrieve the answer aided performance relative to the no-test condition (i.e., the testing effect).
• An intervening SA test aided later performance more than did an intervening MC test. Crucially, the intervening SA condition outperformed the read statements (summary) condition. (Recall tests require more challenging retrieval processes than recognition tests)
• Educational application: Better use of SA quizzes to enhance learning, instead of additional reading of target facts. If initial performance is low, optimal procedure may be to provide corrective feedback.
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Results for Experiment 1
Final MC Final SA
Initial testMC
SA
Read statements
Control (Filler)
.87(.18)
.80(.22)
.88(.15)
.74(.25)
.62(.29)
.48(.29)
.51(.26)
.33(.27)
Error bars are 95% C.I.
TESTING EFFECT IN THE CLASSROOM?
1. Variability in students’ studying
2. Variable intervals between study and quizzes
3. Variable intervals between quizzes and final criterial tests (with ad lib quizzing)
4. Instructors reluctant to re-present identical questions for quiz and final test
McDaniel, Anderson, & Morrisette
In WEB-based Brain and Behavior university course, each week students received 10 facts:
Read the facts to review
Multiple choice quiz on the facts
Short answer (fill in blank) quiz on the facts
Sample Facts
Set A:1. The term for the plane that bisects the body into right and left halves comes from the Latin word “sagitta”.2. The amygdala (Latin for "almond") consists of several subdivisions with diverse functions, including emotional regulation.
Set B:1. The term for the plane that bisects the body into front and back halves comes from the Latin word “corona”.2. The amygdala (Latin for "almond") consists of several subdivisions with diverse functions, including the perception of odor.
Multiple choice test on 10 facts
All preganglionic axons, whether sympathetic or parasympathetic, release _________ as a neurotransmitter.
*a. acetylcholineb. epinephrinec. norepinephrined. adenosine
Short-Answer test on 10 facts
All preganglionic axons, whether sympathetic or parasympathetic, release _________ as a neurotransmitter.
Read 10 facts All preganglionic axons, whether
sympathetic or parasympathetic, release acetylcholine as a neurotransmitter.
*a. I have read the above statement.
Unit Tests
• Given after three topics (weeks) • Multiple choice tests• Constructed so that question asked in a different way
from that on quizzes:Quizzed:All preganglionic axons, whether sympathetic or
parasympathetic, release _________ as a neurotransmitter.
Unit test: All ___________ axons, whether sympathetic or parasympathetic, release acetylcholine as a neurotransmitter.
Unit Exam Performance(Brain and Behavior Class)
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RD MC SA
Question Type
Pro
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quizzed
unquizzed
Final Exam
•Given during the last week of the semester •Multiple choice tests•Constructed so that half the questions were asked in the same way as the quiz and half were asked in a different way from that on quizzes (same as the Unit)
Final Exam Performance(Brain and Behavior Class)
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RD MC SA
Question Type
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quizzed
not quizzed
Conclusions
• An initial short answer test aids later performance more than an initial multiple choice test (Tests requiring more effortful retrieval processes most effective)
• In Classroom Situations, tests valuable for enhancing learning, whereas additional reading of target facts may produce little additional learning
• If initial performance is low, then test enhanced learning may require feedback.