The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes.
Abstract
Practicing retrieval of recently studied information enhances the likelihood of the learner retrieving that information in the future. We examined whether short-answer and multiple-choice classroom quizzing could enhance retention of information on classroom exams taken for a grade. In seventh-grade science and high school history classes, students took intermittent quizzes (short-answer or multiple-choice, both with correct-answer feedback) on some information, whereas other information was not initially quizzed but received equivalent coverage in all other classroom activities. On the unit exams and on an end-of-semester exam, students performed better for information that had been quizzed than that not quizzed. An unanticipated and key finding is that the format of the quiz (multiple-choice or short-answer) did not need to match the format of the criterial test (e.g., unit exam) for this benefit to emerge. Further, intermittent quizzing cannot be attributed to intermittent reexposure to the target facts: A restudy condition produced less enhancement of later test performance than did quizzing with feedback. Frequent classroom quizzing with feedback improves student learning and retention, and multiple-choice quizzing is as effective as short-answer quizzing for this purpose.
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Cites
Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
Roediger, H. L., & Karpicke, J. D. (2006) · Psychological Science · doi:10.1111/j.1467-9280.2006.01693.x · Cited by 2,867
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
Self-citationTesting the testing effect in the classroom
McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007) · European Journal of Cognitive Psychology · doi:10.1080/09541440701326154 · Cited by 563
Self-citationRepeated 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
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
Carpenter, S. K., & Delosh, E. L. (2006) · Memory & Cognition · doi:10.3758/bf03193405 · Cited by 386
McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011) · Journal of Educational Psychology · doi:10.1037/a0021782 · Cited by 360
Self-citationGeneralizing test-enhanced learning from the laboratory to the classroom
Mcdaniel, M. A., Roediger, H. L., & Mcdermott, K. B. (2007) · Psychonomic Bulletin & Review · doi:10.3758/bf03194052 · Cited by 326
Self-citationMetacognitive control and strategy selection: Deciding to practice retrieval during learning.
Karpicke, J. D. (2009) · Journal of Experimental Psychology: General · doi:10.1037/a0017341 · Cited by 310
Using tests to enhance 8th grade students' retention of U.S. history facts
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Yang, S. J. H., Ogata, H., Matsui, T., & Chen, N.-S. (2021) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2021.100008 · Cited by 379
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
Instructor and student knowledge of study strategies.
Morehead, K., Rhodes, M. G., & DeLozier, S. (2016) · Memory · doi:10.1080/09658211.2014.1001992 · Cited by 230
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
Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021) · Educational Psychology Review · doi:10.1007/s10648-021-09595-9 · Cited by 211
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Metadata
- Authors
- McDermott, K. B., Agarwal, P. K., D'Antonio, L., Roediger, H. L., & McDaniel, M. A.
- Venue
- Journal of Experimental Psychology: Applied
- Published
- 2014-03
- Volume
- 20
- Issue
- 1
- Pages
- 3-21
- ISSN
- 1076-898X (ISSN-L)
- 1939-2192
- OpenAlex
- W2107808864
- Cited by
- 197
- References
- 14
- FWCI
- 4.88
- Type
- journal article
- Language
- en
- Open access
- closed
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- McDermott, K. B., Agarwal, P. K., D'Antonio, L., Roediger, H. L., & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000004
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
