Memorial consequences of answering SAT II questions.
Abstract
Many thousands of students take standardized tests every year. In the current research, we asked whether answering standardized test questions affects students' later test performance. Prior research has shown both positive and negative effects of multiple-choice testing on later tests, with negative effects arising from students selecting incorrect alternatives on multiple-choice tests and then believing they were correct (Roediger & Marsh, 2005). In the current experiments, undergraduates and high school students answered multiple-choice questions retired from SAT II tests (that are no longer in the testing pool) on biology, chemistry, U.S. history, and world history, and later answered cued-recall questions about these subjects. In 3 experiments, we observed positive testing effects: More final cued-recall questions were answered correctly if the items had appeared on the initial multiple-choice test. We also sometimes observed negative testing effects: intrusions of multiple-choice distractors as answers on the final cued-recall test. Students who scored well on the initial test benefited from taking the test, but lower achieving students showed either less benefit (undergraduates) or costs from the testing (high school students).
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After taking an initial multiple-choice test, students tend to produce the incorrect answers they had previously chosen when later given a short-answer test.
“After taking an initial multiple-choice test, students tend to produce the incorrect answers they had previously chosen when later given a short-answer test (Marsh et al. 2009, Roediger & Marsh 2005).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Marsh et al. 2009
In that SAT II study, the prior multiple-choice test also enhanced the likelihood of incorrect answers on the final short-answer test.
“In a study in which students answered questions from SAT II tests (on biology, chemistry, history), the overall effect of the multiple-choice test was beneficial (i.e., a testing effect occurred); nonetheless, the prior multiple-choice test also enhanced the likelihood of incorrect answers on the final shortanswer test (Marsh et al. 2009).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Marsh et al. 2009
In a study using SAT II questions on biology, chemistry, and history, the overall effect of the multiple-choice test was beneficial, i.e., a testing effect occurred.
“In a study in which students answered questions from SAT II tests (on biology, chemistry, history), the overall effect of the multiple-choice test was beneficial (i.e., a testing effect occurred); nonetheless, the prior multiple-choice test also enhanced the likelihood of incorrect answers on the final shortanswer test (Marsh et al. 2009).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Marsh et al. 2009
Cites
Assessment and Classroom Learning
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“In that sense, our focus is similar to that espoused in the formative assessment literature, where tests paired with feedback are treated as learning opportunities for both the student and the teacher (e.g., Black & Wiliam, 1998).”
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Formative assessment and the design of instructional systems
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Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
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Self-citationThe power of testing memory: Basic research and implications for educational practice
Roediger, H. L., & Karpicke, J. D. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00012.x · Cited by 2,037 · see citing works
Self-citationFrequency and the conference of referential validity
Hasher, L., Goldstein, D., & Toppino, T. (1977) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(77)80012-1 · Cited by 920 · see citing works
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“The usefulness and predictive validity of these and other similar tests are important issues both in American education and abroad (e.g., Kobrin, Patterson, Shaw, Mattern, & Barbuti, 2008; Kuncel, Hezlett, & Ones, 2001 ).”
BackgroundWhen Does Feedback Facilitate Learning of Words?
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“Although the educational implications of testing effect studies are sometimes noted (Gates, 1917; Glover, 1989; McDaniel & Fisher, 1991; Spitzer, 1939), these studies have not permeated educational practice.”
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The Exam-A-Day Procedure Improves Performance in Psychology Classes
Leeming, F. C. (2002) · Teaching of Psychology · doi:10.1207/s15328023top2903_06 · Cited by 222 · see citing works
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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
Self-citationThe critical role of retrieval practice in long-term retention
Roediger, H. L., & Butler, A. C. (2011) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2010.09.003 · Cited by 1,796 · see citing works
Self-citationRethinking the Use of Tests: A Meta-Analysis of Practice Testing
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017) · Review of Educational Research · doi:10.3102/0034654316689306 · Cited by 544 · see citing works
Retrieval-Based Learning: A Decade of Progress
Karpicke, J. D. (2017) · Learning and Memory: A Comprehensive Reference · doi:10.1016/b978-0-12-809324-5.21055-9 · Cited by 223 · see citing works
The digital expansion of the mind: Implications of internet usage for memory and cognition.
Marsh, E. J., & Rajaram, S. (2019) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2018.11.001 · Cited by 186 · see citing works
Self-citationThe science of effective learning with spacing and retrieval practice
Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022) · Nature Reviews Psychology · doi:10.1038/s44159-022-00089-1 · Cited by 184 · see citing works
Practicing Retrieval Facilitates Learning
McDermott, K. B. (2021) · Annual review of psychology · doi:10.1146/annurev-psych-010419-051019 · Cited by 113 · see citing works
- Authors
- Marsh, E. J., Agarwal, P. K., & Roediger, H. L.
- Affiliations
- Duke University (US)
- Venue
- Journal of Experimental Psychology: Applied
- Published
- 2009
- Volume
- 15
- Issue
- 1
- Pages
- 1-11
- ISSN
- 1076-898X (ISSN-L)
- 1939-2192
- OpenAlex
- W2157886694
- Cited by
- 55
- References
- 11
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 3 · 2023: 2 · 2022: 5 · 2021: 4 · 2020: 2 · 2019: 2 · 2018: 1 · 2017: 3 · 2016: 2 · 2015: 2 · 2014: 2 · 2013: 6 · 2012: 5
- FWCI
- 2.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Applied (publishedVersion)
- PubMed (publishedVersion)
- Funders
- James S. McDonnell Foundation
- US Department of Education (R305H060080-06)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Education › Educational Assessment and Pedagogy
- Physical Sciences › Computer Science › Information Systems › Educational Technology and Assessment
- Keywords
- standardized testing, multiple-choice tests, cued recall, test performance, memory retrieval, academic performance
- MeSH terms
- Adolescent, Adult, College Admission Test, Female, Humans, Male, Practice, Psychological, Psychometrics, Mental Recall, Retention, Psychology, Sensitivity and Specificity, Students
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