Using tests as learning opportunities.

Foos, Paul W.; Fisher, Ronald P.

doi:10.1037/0022-0663.80.2.179

Cited by 64Student Assessment and FeedbackInnovative Teaching and Learning MethodsEducational and Psychological Assessments

Using tests as learning opportunities.

Foos, Paul W., Fisher, Ronald P.·1988·Journal of Educational Psychology

DOI 10.1037/0022-0663.80.2.179

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1037/0022-0663.80.2.179

Cites

19 of 19 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Tests that require effortful retrieval, such as short-answer tests, promote better retention than tests that require recognition, such as multiple-choice tests.
“Tests that require effortful retrieval of information, such as short-answer tests, promote better retention than tests that require recognition, such as multiple-choice tests.”
From Test-enhanced learning in medical education (2008) · cites this paper as [22]

The Psychology of Learning and Motivation: Advances in Research and Theory
(2010) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/c2009-0-62209-1 · Cited by 6,035 · see citing works
Information Processing and Cognition: The Loyola Symposium
Brown, A. S., & Solso, R. L. (1976) · The American Journal of Psychology · doi:10.2307/1421430 · Cited by 2,398 · see citing works
Recall and Recognition
Battig, W. F., & Brown, J. L. (1977) · The American Journal of Psychology · doi:10.2307/1421650 · Cited by 504 · see citing works
SAM: A Theory of Probabilistic Search of Associative Memory
Raaijmakers, J. G. W., & Shiffrin, R. M. (1980) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/s0079-7421(08)60162-0 · Cited by 437 · see citing works
On Asking People Questions about What They are Reading
Anderson, R. C., & Biddle, W. B. (1975) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/s0079-7421(08)60269-8 · Cited by 374 · see citing works
Learning from Written Instructive Materials: An Exploration of the Control of Inspection Behavior by Test-Like Events
Rothkopf, E. Z. (1966) · American Educational Research Journal · doi:10.3102/00028312003004241 · Cited by 308 · see citing works
The Effects of Adjunct Questions on Prose Learning
Hamaker, C. (1986) · Review of Educational Research · doi:10.3102/00346543056002212 · Cited by 261 · see citing works
Altering memory representations through retrieval.
McDaniel, M. A., & Masson, M. E. J. (1985) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/0278-7393.11.2.371 · Cited by 229 · see citing works
Word frequency, recognition and recall.
Gregg, V. H. (1976) · Cited by 228 · see citing works
Does Answering Higher-Level Questions While Reading Facilitate Productive Learning?
André, T. (1979) · Review of Educational Research · doi:10.3102/00346543049002280 · Cited by 224 · see citing works
Mathemagenic Behaviours and Efficiency in Learning from Prose Materials: Review, Critique and Recommendations
Faw, H. W., & Waller, T. G. (1976) · Review of Educational Research · doi:10.3102/00346543046004691 · Cited by 132 · see citing works
Adjunct Postquestions in Text: A Critical Review of Methods and Processes
Rickards, J. P. (1979) · Review of Educational Research · doi:10.3102/00346543049002181 · Cited by 128 · see citing works
A Framework for the Evaluation of the Effectiveness of Adjunct Questions and Objectives
Hamilton, R. J. (1985) · Review of Educational Research · doi:10.3102/00346543055001047 · Cited by 111 · see citing works
Test-expectancy and semantic-organization effects in recall and recognition
Neely, J. H., & Balota, D. A. (1981) · Memory & Cognition · doi:10.3758/bf03196962 · Cited by 71 · see citing works
Learning for recall and learning for recognition.
Cooper, A. J., & Monk, A. F. (1976) · Cited by 40 · see citing works
A Critical Review of Mathemagenic Behaviors and the Effect of Questions upon the Retention of Prose Materials
Carver, R. P. (1971) · Journal of Reading Behavior · doi:10.1080/10862967109546983 · Cited by 38 · see citing works
The effects of recall and recognition test expectancies on the retention of prose
Schmidt, S. R. (1983) · Memory & Cognition · doi:10.3758/bf03213472 · Cited by 26 · see citing works
Achievement as a Function of Test Difficulty Level
Sax, G., & Reade, M. (1964) · American Educational Research Journal · doi:10.3102/00028312001001022 · Cited by 15 · see citing works
Barbarism and Mathemagenic Activities: Comments on Criticism by Carver
Rothkopf, E. Z. (1974) · Journal of Reading Behavior · doi:10.1080/10862967409547071 · Cited by 15 · see citing works

Flagged first, then by citations

Sorted by citations

Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138 · see citing works
The Impact of Classroom Evaluation Practices on Students
Crooks, T. J. (1988) · Review of Educational Research · doi:10.3102/00346543058004438 · Cited by 1,369 · see citing works
“The format of the adjunct questions appears to have some influence on perform ance on test questions (Anderson & Biddle, 1975; Foos & Fisher, 1988; Hamaker, 1986).”
Background
Test-enhanced learning in medical education
Larsen, D. P., Butler, A. C., & Roediger III, H. L. (2008) · Medical Education · doi:10.1111/j.1365-2923.2008.03124.x · Cited by 610 · see citing works
Repeated testing produces superior transfer of learning relative to repeated studying.
Butler, A. C. (2010) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/a0019902 · Cited by 492 · see citing works
“Similarly, both Foos and Fisher (1988) and McKenzie (1972) used a final transfer test that consisted of new inferential questions about information that had not been previously tested.”
Method
Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing
Butler, A. C., & Roediger, H. L. (2008) · Memory & Cognition · doi:10.3758/mc.36.3.604 · Cited by 457 · see citing works
“Because of the mnemonic benefit conferred by retrieval, many researchers have argued that tests should be used as learning tools in the classroom (e.g., Bangert-Drowns, Kulik, & Kulik, 1991; Foos & Fisher, 1988; Glover, 1989; Jones, 1923–1924; Roediger & Karpicke, 2006b).”
Background
Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes
Mayer, R. E., Stull, A. T., DeLeeuw, K. E., Almeroth, K. C., Bimber, B., Chun, D. M., Bulger, M., Campbell, J., Knight, A., & Zhang, H. (2008) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2008.04.002 · Cited by 455 · see citing works
“Second, research on the testing effect has shown that students perform better on a final test if they take a practice test (without feedback) on a lesson they have received rather than restudy the lesson (Foos & Fisher, 1988; Roediger & Karpicke, 2006).”
Background
Testing improves long-term retention in a simulated classroom setting
Butler, A. C., & Roediger, H. L. (2007) · European Journal of Cognitive Psychology · doi:10.1080/09541440701326097 · Cited by 434 · see citing works
Transfer of test- enhanced learning: meta-analytic review and synthesis
Pan, S. C., & Rickard, T. C. (2018) · Psychological Bulletin · doi:10.1037/bul0000151 · Cited by 286 · see citing works
Tests enhance the transfer of learning
Rohrer, D., Taylor, K., & Sholar, B. (2010) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0017678 · Cited by 217 · see citing works
“(This inclusion criterion eliminated two nominally related studies: Chan, McDermott, & Roediger, 2006; Foos & Fisher, 1988.)”
Background
Interviewing Young Children about Body Touch and Handling
Steward, M. S., Steward, D. S., Farquhar, L. C., Myers, J. E. B., Reinhart, M. A., Welker, J., Joye, N. R., Driskill, J. D., Morgan, J., McGough, L. S., et al. (1996) · Monographs of the Society for Research in Child Development · doi:10.2307/1166205 · Cited by 188 · see citing works
The memorial consequences of multiple-choice testing
Marsh, E. J., Roediger, H. L., III, Bjork, R. A., & Bjork, E. L. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194051 · Cited by 161 · see citing works
“Testing generally improves students’ performance on a later test relative to conditions in which students are not tested after learning (Bjork, 1975; Carrier & Pashler, 1992; Foos & Fisher, 1988; Gates, 1917; Glover, 1989; McDaniel & Masson, 1985; Roediger & Karpicke, 2006a; Spitzer, 1939).”
Background
Multiple-Choice Tests Exonerated, at Least of Some Charges
Little, J. L., Bjork, E. L., Bjork, R. A., & Angello, G. M. (2012) · Psychological Science · doi:10.1177/0956797612443370 · Cited by 153 · see citing works
“…with that view, studies have shown multiple-choice tests to be less effective than cued-recall tests in enhancing the later recall of tested information (e.g., R. C. Anderson & Biddle, 1975; Duchastel, 1981; Foos & Fisher, 1988; Hamaker, 1986; McDaniel, Anderson, Derbish, & Morrisette, 2007).”
BackgroundResult
From laboratory to the street: Capturing witness memory using the Self‐Administered Interview
Hope, L., Gabbert, F., & Fisher, R. P. (2011) · Legal and Criminological Psychology · doi:10.1111/j.2044-8333.2011.02015.x · Cited by 111 · see citing works
Self-citation
Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding
Fiorella, L., & Mayer, R. E. (2015) · Cited by 109 · see citing works
The Role of Repeated Retrieval in Shaping Collective Memory
Roediger, H. L., III, Zaromb, F. M., & Butler, A. C. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511626999.009 · Cited by 87 · see citing works
Optimizing multiple-choice tests as tools for learning
Little, J. L., & Bjork, E. L. (2014) · Memory & Cognition · doi:10.3758/s13421-014-0452-8 · Cited by 78 · see citing works
Multiple-choice pretesting potentiates learning of related information
Little, J. L., & Bjork, E. L. (2016) · Memory & Cognition · doi:10.3758/s13421-016-0621-z · Cited by 75 · see citing works
“Cued-recall tests are generally heralded for their ability to serve as effective learning events (e.g., Foos & Fisher, 1988), and indeed, most extant research has shown cued-recall tests to be more effective than multiple-choice tests for improving later retention of the tested material—both when…”
Background
Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning
Endres, T., & Renkl, A. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01054 · Cited by 71 · see citing works
“This pattern of results was also revealed in many studies examining the testing effect (e.g., McDaniel and Masson, 1985; Foos and Fisher, 1988; Kang et al., 2007).”
Result
The Testing Effect for Learning Principles and Procedures from Texts
Dirkx, K., Liesbeth Kester, A., & Kirschner, P. A. (2014) · The Journal of Educational Research · doi:10.1080/00220671.2013.823370 · Cited by 52 · see citing works
“Whereas rereading after testing provides immediate feedback and helps to correct errors (Foos & Fisher, 1988; Hamaker, 1986), repeated testing bolsters the testing effect because information is repeatedly retrieved, and with every successful retrieval these memory traces are strengthened.”
Background
What should reading instructional research be the research of?
Pressley, M. G. (1999) · Issues in Education · doi:10.1016/s1080-9724(99)00019-1 · Cited by 47 · see citing works
Testing with feedback yields potent, but piecewise, learning of history and biology facts.
Pan, S. C., Gopal, A., & Rickard, T. C. (2015) · Journal of Educational Psychology · doi:10.1037/edu0000074 · Cited by 29 · see citing works
The Effect of Variations in Text Summarization Opportunities on Test Performance
Foos, P. W. (1995) · The Journal of Experimental Education · doi:10.1080/00220973.1995.9943814 · Cited by 29 · see citing works
Self-citation
On theory of learning and knowledge: Educational implications of advances in neuroscience
Hendry, G. D., & King, R. C. (1994) · Science Education · doi:10.1002/sce.3730780307 · Cited by 28 · see citing works
The Testing Effect: An Intervention on Behalf of Low-Skilled Comprehenders in General Chemistry
Pyburn, D. T., Pazicni, S., Benassi, V. A., & Tappin, E. E. (2014) · Journal of Chemical Education · doi:10.1021/ed4009045 · Cited by 26 · see citing works
Constructive multiple-choice testing system
Park, J. (2010) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2010.01058.x · Cited by 20 · see citing works
Formative feedback to transfer self‐regulation of task‐oriented reading strategies
Llorens, A. C., Vidal‐Abarca, E., & Cerdán, R. (2016) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12134 · Cited by 26 · see citing works
An Empirical Investigation of CBI in Support of Mastery Learning
Montazemi, A. R., & Wang, F. (1995) · Journal of Educational Computing Research · doi:10.2190/34k1-hmwj-cwvt-4043 · Cited by 25 · see citing works
“To enhance learning and reduce the possible cumulative effects of errors, students were prompted with the correct answer when an incorrect answer was entered [43].”
Background
Memory for memory
Joslyn, S. L., Loftus, E. F., Mcnoughton, A., & Powers, J. (2001) · Memory & Cognition · doi:10.3758/bf03196408 · Cited by 24 · see citing works
Impact of pre-knowledge and engagement in robot-supported collaborative learning through using the ICAPB model
Zhao, J., Yang, Q., Lian, L.-W., & Wu, X. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105069 · Cited by 24 · see citing works
Effectiveness of Web‐Based Teaching Modules: Test‐Enhanced Learning in Dental Education
Jackson, T. H., Hannum, W. H., Koroluk, L. D., & Proffit, W. R. (2011) · Journal of Dental Education · doi:10.1002/j.0022-0337.2011.75.6.tb05105.x · Cited by 23 · see citing works
“, multiple-choice) tests.(6,19) In this way, this course includes more examinations than either Level II or IV and provides an additional effective learning tool by virtue of these examinations.”
Background
Providing eyewitnesses with initial retrieval support: what works at immediate and subsequent recall?
Krix, A. C., Sauerland, M., Gabbert, F., & Hope, L. (2014) · Psychology Crime and Law · doi:10.1080/1068316x.2014.902456 · Cited by 22 · see citing works
“Since witnesses are likely to be interviewed several times (Bornstein et al., 1998), it is important to know when initial retrieval 1022 A.C. Krix et al. support can preserve memory for subsequent recall.”
BackgroundInfluential
Learning in a new computerized testing system
Park, J. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.3.436 · Cited by 20 · see citing works
The persisting benefits of using multiple-choice tests as learning events
Little, J. L., & Bjork, E. L. (2012) · eScholarship (California Digital Library) · Cited by 19 · see citing works
On the learning benefits of confidence-weighted testing
Sparck, E. M., Bjork, E. L., & Bjork, R. A. (2016) · Cognitive Research Principles and Implications · doi:10.1186/s41235-016-0003-x · Cited by 18 · see citing works
“Such criticism arises primarily because multiple-choice tests are thought to rely more on recognition processes and/or fail to induce the kinds of retrieval processes that can support later retention (Carpenter & DeLosh, 2006; Foos & Fisher, 1988; Glover, 1989; Hamaker, 1986).”
Background
A Subgroup Analysis of the Impact of Self-testing Frequency on Examination Scores in a Pathophysiology Course
Panus, P. C., Stewart, D. W., Hagemeier, N. E., Thigpen, J. C., & Brooks, L. (2014) · American Journal of Pharmaceutical Education · doi:10.5688/ajpe789165 · Cited by 16 · see citing works
Higher retention after a new take-home computerised test
Park, J., & Choi, B. (2008) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2007.00752.x · Cited by 15 · see citing works
The role of retrieval in answering multiple-choice questions.
Little, J. L., Frickey, E. A., & Fung, A. (2018) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/xlm0000638 · Cited by 13 · see citing works
Hypertext and the Study Strategies of Preservice Teachers: Issues in Instructional Hypertext Design
Kelly, A. E., & O’Donnell, A. M. (1994) · Journal of Educational Computing Research · doi:10.2190/um4g-fwy1-5wv4-y15w · Cited by 9 · see citing works
“Research on learning from tests suggested that students learn little from multiple-choice tests of verbatim knowledge [19] so we did not expect that the pretest information would guide review of the lecture notes.”
BackgroundMethod
Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer
Wells, R., & Hagman, J. D. (1989) · Defense Technical Information Center (DTIC) · doi:10.21236/ada217450 · Cited by 9 · see citing works
Pinch Hitter: The Effectiveness of Content Summaries Delivered by a Guest Lecturer in Online Course Videos
Fanguy, M., Costley, J., & Baldwin, M. (2017) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v18i7.3208 · Cited by 5 · see citing works
“…1984), their inability to engage students in the type of retrieval processes that lead to long-term retention (Chan, McDermott, & Roediger, 2006; Foos & Fisher, 1988), and their tendency to cause misinformation since studies have shown that simply exposing students to plausible incorrect…”
Background
Videotapes and multiple interviews: The effects on the child witness
Martin, S. E., & Thomson, D. (1994) · Psychiatry Psychology and Law · doi:10.1080/13218719409524835 · Cited by 6 · see citing works
Developing multiple-choices test items as tools for measuring the scientific-generic skills on solar system
Bhakti, S. S., Samsudin, A., Chandra, D. T., & Siahaan, P. (2017) · AIP conference proceedings · doi:10.1063/1.4983968 · Cited by 5 · see citing works
Effectiveness of the cognitive interview in a multiple-testing situation
Brock, P. (1993) · doi:10.25148/etd.fi14051845 · Cited by 4 · see citing works
“Three similar studies (Ascherman, Mantwill, & Koehnken, 1991; Geiselman, Fisher, MacKinnon, & Holland, 1986b; Geiselman, Fisher, Mackinnon, & Holland, 1985) replicated the findings of Geiselman et al. (1984). While the Ascherman et al.”
Effects of Cued-Recall Versus Recognition Retrieval Practice on Beginning College Students’ Exam Performance
Lawson, T. J. (2021) · College Teaching · doi:10.1080/87567555.2021.1910124 · Cited by 3 · see citing works
“Although initial theory and laboratory experiments (e.g., Butler and Roediger 2007; Foos and Fisher 1988; Kang, McDermott, and Roediger 2007) suggested that cued-recall quizzes should enhance information retention more than recognition quizzes, the results of this study and other research in actual…”
Background
Fostering effective studying and study planning with study questions
Wilhelm, P., & Pieters, J. M. (2007) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930600801985 · Cited by 3 · see citing works
“…processing and effective reproduction of text is widely established (e.g., Graesser & Black, 1985; Hamaker, 1986; Otero et al., 2002; see also Foos & Fisher, 1988), and study methods propagate the use of questions (e.g., the PQ4R method: Preview, Question, Read, Reflect, Recite and Review;…”
Method
The Impact of Clickers on Your Classroom and Your Career
Eschenbach, T. G., Lewis, N. A., Nicholls, G., & Pallis, J. M. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--22590 · Cited by 3 · see citing works
Analysis of learning at an Advanced Placement descriptive chemistry web site
Crippen, K. J. (2000) · Lincoln (University of Nebraska) · Cited by 2 · see citing works
La evaluación en Radiología como aporte pedagógico
Mendoza, R., & Humberto, L. (2012) · Revista Argentina de Radiología / Argentinian Journal of Radiology · Cited by 1 · see citing works
The Effect of Semantically Ordered Computerized Test Questions on Student Performance and Behavior
Marshall, T. E., Byrd, T. A., & Spence, J. W. (1996) · Journal of Educational Technology Systems · doi:10.2190/9099-mcfn-8mgr-t17m · Cited by 1 · see citing works
Learning by Self-Testing
Fiorella, L., & Mayer, R. E. (2015) · Cambridge University Press eBooks · doi:10.1017/cbo9781107707085.008 · Cited by 1 · see citing works
Obtaining information from eyewitnesses : effects of retrieval support in eyewitness interviews
Krix, A. C. (2015) · doi:10.26481/dis.20150226ak · Cited by 1 · see citing works
Using repeated testing and variable encoding to promote transfer of learning
Butler, A. C. (2009) · Open Scholarship Institutional Repository (Washington University in St. Louis) · doi:10.7936/k7tq5znx · Cited by 1 · see citing works
“However, recent research has demonstrated testing effects with educationally relevant materials, such as prose passages and textbooks (e.g., Butler & Roediger, 2008; Foos & Fisher, 1988; Kang, in press; Kang, McDermott, & Roediger, 2007; Roediger & Karpicke, 2006b).”
Background
HOW DO WE BUILD SHARED COLLECTIVE MEMORIES?
Wertsch, J. V. (2009) · Cambridge University Press eBooks · doi:10.1017/cbo9780511626999.007
Review of High Memory Demand Courses in the Military Intelligence Officer Basic Course (MIOBC): A Case Study
Marshall, P. H. (1990)
Retrieval Blocking Supports the Testing Effect with All-of-the-Above Questions on a Multiple-Choice Test
Paneerselvam, B. (2015)
The Impact of Quizzes on Students Achievement in Accounting Examinations
Ramadan, S. (1995) · Qatar University QSpace (Qatar University)
Annual Meeting of the Mid-South Educational Research Association (Little
Roy, B., & Lana, J. (1989)
Designing Transformative Tests for Secondary Literature Students.
Rea, D. W., & Thompson, D. K. (1990) · The Journal of Reading
Pan and Rickard (2018) Transfer of test-enhanced learning meta-analysis (preprint)Preprint
Pan, S. C. (2018) · doi:10.31234/osf.io/4qpyn
REFERENCES
(1996) · Monographs of the Society for Research in Child Development · doi:10.1111/j.1540-5834.1996.tb00564.x
Wie entwickelt sich der studentische Leistungsstand hinsichtlich des Examensniveaus während der Teilnahme an semesterbegleitenden formativen Prüfungen?
Henninger, J. M. S. (2021) · doi:10.53846/goediss-8608
Références
Bräuer, M. (2011) · Armand Colin eBooks · doi:10.3917/arco.rauer.2011.01.0191
Veterinary School Instructor Knowledge of Learning Strategies
Osborn, R. M., Penn, M. J. C., & Rhodes, M. G. (2025) · Journal of Veterinary Medical Education · doi:10.3138/jvme-2024-0118
A Special Issue Introduction: Educational Applications of Cognitive Psychology
Little, J. L., & Bjork, E. L. (2026) · Behavioral Sciences · doi:10.3390/bs16050713

Authors: Foos, P. W., & Fisher, R. P.
Affiliations: Florida International University (US)
ORCID: Fisher, Ronald P.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1988-06
Volume: 80
Issue: 2
Pages: 179-183
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.80.2.179
OpenAlex: W2047375923
Cited by: 64
References: 19
Citations by year: 2026: 1 · 2025: 1 · 2024: 1 · 2021: 2 · 2020: 1 · 2018: 3 · 2017: 2 · 2016: 3 · 2015: 6 · 2014: 5 · 2013: 1 · 2012: 3
FWCI: 12.35
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords: test use, assessment for learning, formative assessment

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Using tests as learning opportunities.

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks