Multiple-choice testing as a desirable difficulty in the classroom

Autor:	Jeri L. Little, Elizabeth Ligon Bjork, Benjamin C. Storm
Rok vydání:	2014
Předmět:	Forgetting Multimedia Control (management) Undergraduate education Experimental and Cognitive Psychology computer.software_genre Clinical Psychology Multiple Choice Testing Method ComputingMilieux_COMPUTERSANDEDUCATION Psychology computer Applied Psychology Multiple choice Cognitive psychology
Zdroj:	Journal of Applied Research in Memory and Cognition. 3:165-170
ISSN:	2211-369X 2211-3681
DOI:	10.1016/j.jarmac.2014.03.002
Popis:	We examined whether the power of tests as learning events, frequently demonstrated in the laboratory, would also occur in a large undergraduate course. Our goals were to determine: if learning of information tested on multiple-choice quizzes administered across the course would be enhanced compared to non-tested control information; and what the effects of quizzing would be for the learning of information conceptually related to the tested information but not itself tested on the quizzes. Given that retrieval practice can have positive ( testing effect ) and negative consequences ( retrieval-induced forgetting ), our concern was that the learning and later retention of non-tested conceptually related information might be impaired by the multiple-choice quizzes. Importantly, learning benefits were found for both types of information on the final exam, indicating that quizzing within a course can enhance not only the learning of specifically tested information, but the learning of non-tested conceptually related information as well.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::315342ab621645525c978dbfce23525c https://doi.org/10.1016/j.jarmac.2014.03.002 Zobrazit plný text záznamu Full Text from ScienceDirect