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Contents
- Abstract
- Test-Enhanced Learning and Metacognitive Insight
- Test-Enhanced Consolidation of Studied Information (the Backward Testing Effect)
- Test-Enhanced Learning of New Information (the Forward Testing Effect)
- Insight and Application of Test-Enhanced Learning
- Underlying Mechanisms of Test-Enhanced Learning
- Additional Exposure
- Retrieval Effort
- Transfer-Appropriate Processing
- Motivation
- Rationale of the Current Meta-Analytic Review
- Research Questions
- Q.1 Does (and If So, to What Extent) Classroom Testing Boost Student Attainment?
- Q.2 Against What Comparison Treatments Does Quizzing Enhance Learning?
- Q.3 Does Quiz Format Matter?
- Q.4 Can Knowledge Tested in One Format Be Retrieved to Answer Questions Presented in a Different Format?
- Q.5 Does Testing Benefit Untested Knowledge?
- Q.6 Should Corrective Feedback Be Offered?
- Q.7 Does the Number of Test Repetitions Matter?
- Q.8 Does Test-Enhanced Learning Work at All Levels of Education?
- Q.9 Does Testing Enhance Classroom Learning to Different Extents for Male and Female Students?
- Q.10 Does Test-Enhanced Learning Generalize Across a Range of Subjects?
- Q.11 Does Testing Benefit Different Levels of Knowledge?
- Q.12 Should Tests Be Administered In or Out of the Classroom?
- Q.13 Should Tests Be Administered Pre- or Postclass?
- Q.14 Does Administration Mode Matter?
- Q.15 How Does the Effectiveness of Test-Enhanced Learning Vary With Treatment Duration?
- Q.16 Does Stake Level Matter?
- Q.17 Should Students Take Class Tests Independently or Collaboratively?
- Q.18 What Research Characteristics Modulate the Effect Size of Test-Enhanced Learning?
- Q.19 What Are the Mechanisms Underlying the Classroom Testing Effect?
- Method
- Literature Search
- Inclusion and Exclusion Criteria
- Data Extraction and Analysis
- Results
- Test-Enhanced Learning in the Classroom
- Outlier and Influential Case Diagnostics
- Publication Bias: p-Curve
- Publication Bias: Other Methods
- Moderator Analyses
- Control strategy
- Test format in quizzes
- Test format matching
- Test material matching
- Corrective feedback
- Test repetition
- School level
- Gender
- Subject
- Exam content type
- Administration location
- Administration timepoint
- Administration mode
- Single versus multiple classes
- Treatment duration
- Stake
- Collaboration
- Experimental design
- Instructor consistency
- Discussion
- Summary of Research Findings and Practical Implications
- Theoretical Implications
- Additional exposure
- Transfer-appropriate processing
- Retrieval effort
- Motivation
- Future Research Directions
- Concluding Remarks
Figures and Tables
Abstract
Over the last century hundreds of studies have demonstrated that testing is an effective intervention to...