Quizzing in Middle‐School Science: Successful Transfer Performance on Classroom Exams

McDaniel, Mark A.; Thomas, Ruthann C.; Agarwal, Pooja K.; McDermott, Kathleen B.; Roediger, Henry L.

doi:10.1002/acp.2914

Cited by 171Memory Processes and InfluencesVisual and Cognitive Learning ProcessesScience Education and Pedagogy

Quizzing in Middle‐School Science: Successful Transfer Performance on Classroom Exams

McDaniel, Mark A., Thomas, Ruthann C., Agarwal, Pooja K., McDermott, Kathleen B., Roediger, Henry L.·2013·Applied Cognitive Psychology

DOI 10.1002/acp.2914

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Abstract

Summary: We examined whether learning from quizzing arises from memorization of answers or fosters more complete understanding of the quizzed content. In middle‐school science classes, we spaced three multiple‐choice quizzes on content in a unit. In Experiment 1, the class exams included questions given on quizzes, transfer questions targeting the same content, and content that had not been quizzed (control content). The quizzing procedure was associated with significant learning benefits with large effect sizes and similar effect sizes for both transfer items and identical items. In Experiment 2, quiz questions focused on definitional information or application of the principle. Application questions increased exam performance for definitional‐type questions and for different application questions. Definition questions did not confer benefits for application questions. Test‐enhanced learning, in addition to other factors in the present quizzing protocol (repeated, spaced presentation of the content), may create deeper understanding that leads to certain types of transfer. Copyright © 2013 John Wiley & Sons, Ltd.

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Core classroom content can be better remembered on unit exams after low-stakes multiple-choice quizzing with immediate correct-answer feedback.
“In other studies, we have also repeatedly demonstrated that core classroom content can be better remembered on unit exams after lowstakes multiple-choice quizzing with immediate correct-answer feedback (McDaniel et al. 2007(McDaniel et al. , 2011(McDaniel et al. , 2013;;Roediger et al. 2011a).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as McDaniel et al. 2013

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publication. doi: 10.1037/a0021782 Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement
Mcdaniel, M. A., Agarwal, P. K., Huelser, B. J., Mcdermott, K. B., Henry, L., Iii, R., Mcdaniel, M. A., Agarwal, P. K., Huelser, B. J., Mcdermott, K. B., et al. (2014)
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Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement.
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Testing encourages transfer between factual and application questions in an online learning environment.
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Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes.
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Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study.
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Self-citation

Authors: McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L.
Affiliations: Washington University in St. Louis (US)
Washington University in St. Louis St. Louis MO USA
Corresponding author: McDaniel, Mark A.
ORCID: McDaniel, Mark A.
Agarwal, Pooja K.
McDermott, Kathleen B.
Venue: Applied Cognitive Psychology
Publisher: Wiley
Published: 2013-02-25
Volume: 27
Issue: 3
Pages: 360-372
ISSN: 0888-4080 (ISSN-L)
1099-0720
DOI: 10.1002/acp.2914
OpenAlex: W2106271848
Cited by: 171
References: 47
Citations by year: 2026: 5 · 2025: 13 · 2024: 10 · 2023: 17 · 2022: 13 · 2021: 12 · 2020: 17 · 2019: 16 · 2018: 18 · 2017: 13 · 2016: 12 · 2015: 11 · 2014: 11 · 2013: 2
FWCI: 6.58
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: Applied Cognitive Psychology (publishedVersion)
Funders: Washington University in St. Louis
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Education › Science Education and Pedagogy
Keywords: quizzing, retrieval practice, spaced repetition, transfer of learning, junior high school science, multiple-choice quizzes, exam performance, memorization versus understanding, application questions, classroom assessment

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Quizzing in Middle‐School Science: Successful Transfer Performance on Classroom Exams

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