Testing Effects Measured with Alternate Test Forms
Abstract
High school students studied a brief history text, then took either a short-answer test or a multiple-choice test on the material, or they completed a study habits questionnaire serving as a filler task. Two weeks later, all students completed a retention test composed equally of short-answer and multiple-choice questions. Initial testing greatly enhanced later retention of the material. Retention was greatest on those items cast in the same test format as seen previously (a test practice effect). However, initial testing also enhanced retention on those items cast in the alternate format (a consolidation effect). This latter factor was interpreted as playing a more substantial role than practice in enhancing retention through testing.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
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?
Some studies have demonstrated testing effects using classroom materials or using experimenter-created materials in a simulated classroom setting.
“Some studies have demonstrated testing effects using classroom materials (e.g., Carpenter et al. 2009) or using experimenter-created materials in a simulated classroom setting (Butler & Roediger 2007, Duchastel & Nungester 1982); to date, however, very few studies have attempted to address whether introduction of in-class quizzing can improve actual course grades.”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Duchastel & Nungester 1982
Cites
Battig, W. F., & Brown, J. L. (1977) · The American Journal of Psychology · doi:10.2307/1421650 · Cited by 504 · 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
Oral summary as a review strategy for enhancing recall of textual material.
Ross, S. M., & Vesta, F. J. D. (1976) · Journal of Educational Psychology · doi:10.1037/0022-0663.68.6.689 · Cited by 69 · see citing works
Retention of prose following testing with different types of tests
Duchastel, P. C. (1981) · Contemporary Educational Psychology · doi:10.1016/0361-476x(81)90002-3 · Cited by 65 · see citing works
Self-citationRetroactive inhibition of meaningful discourse.
Anderson, R. C., & Myrow, D. L. (1971) · Journal of Educational Psychology · doi:10.1037/h0030774 · Cited by 61 · see citing works
Programmed introduction to psychology versus text-book style summary of the same lesson.
Roderick, M. C., & Anderson, R. C. (1968) · Journal of Educational Psychology · doi:10.1037/h0026493 · Cited by 20 · see citing works
Illustrated History of England
Trevelyan, G. M. (1973) · Cited by 15 · see citing works
An illustrated history of England
Burke, J. F. (1974) · Cited by 3 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
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 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
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 effect of testing versus restudy on retention: A meta-analytic review of the testing effect.
Rowland, C. A. (2014) · Psychological Bulletin · doi:10.1037/a0037559 · Cited by 1,066 · see citing works
Test format and corrective feedback modify the effect of testing on long-term retention
Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007) · European Journal of Cognitive Psychology · doi:10.1080/09541440601056620 · Cited by 513 · see citing works
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
Test-enhanced learning in the classroom: Long-term improvements from quizzing.
Roediger, H. L., III, Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011) · Journal of Experimental Psychology Applied · doi:10.1037/a0026252 · Cited by 393 · see citing works
Testing (quizzing) boosts classroom learning: a systematic and meta-analytic review
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021) · Psychological Bulletin · doi:10.1037/bul0000309 · Cited by 333 · see citing works
Retrieval-Based Learning: An Episodic Context Account
Karpicke, J. D., Lehman, M. S., & Aue, W. R. (2012) · Current Directions in Psychological Science · Cited by 276 · see citing works
McDermott, K. B., Agarwal, P. K., D'Antonio, L., Roediger, H. L., III, & McDaniel, M. A. (2013) · Journal of Experimental Psychology Applied · doi:10.1037/xap0000004 · Cited by 200 · see citing works
Halamish, V., & Bjork, R. A. (2011) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0023219 · Cited by 189 · see citing works
Karpicke, J. D., Lehman, M., & Aue, W. R. (2014) · Psychology of Learning and Motivation · doi:10.1016/b978-0-12-800283-4.00007-1 · Cited by 185 · see citing works
Open-Ended Versus Multiple-Choice Response Formats—It Does Make a Difference for Diagnostic Purposes
Birenbaum, M., & Tatsuoka, K. K. (1987) · Applied Psychological Measurement · doi:10.1177/014662168701100404 · Cited by 171 · see citing works
Testing versus review: Effects on retention.
Nungester, R. J., & Duchastel, P. C. (1982) · Journal of Educational Psychology · doi:10.1037/0022-0663.74.1.18 · Cited by 144 · see citing works
Self-citationRetrieval practice with short-answer, multiple-choice, and hybrid tests
Smith, M. A., & Karpicke, J. D. (2013) · Memory · doi:10.1080/09658211.2013.831454 · Cited by 146 · 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
Expectancy of an open-book test decreases performance on a delayed closed-book test
Agarwal, P. K., & Roediger, H. L., III (2011) · Memory · doi:10.1080/09658211.2011.613840 · Cited by 80 · see citing works
Testing the limits of testing effects using completion tests
Hinze, S. R., & Wiley, J. (2011) · Memory · doi:10.1080/09658211.2011.560121 · Cited by 74 · see citing works
The importance of constructive comprehension processes in learning from tests
Hinze, S. R., Wiley, J., & Pellegrino, J. W. (2013) · Journal of Memory and Language · doi:10.1016/j.jml.2013.03.002 · Cited by 61 · see citing works
Inoculating against eyewitness suggestibility via interpolated verbatim vs. gist testing
Pansky, A., & Tenenboim, E. (2011) · Memory & Cognition · doi:10.3758/s13421-010-0005-8 · Cited by 41 · see citing works
Effects of repeated testing on short- and long-term memory performance across different test formats
Stenlund, T., Sundström, A. E., & Jonsson, B. (2014) · Educational Psychology · doi:10.1080/01443410.2014.953037 · Cited by 34 · see citing works
Transfer-appropriate processing in the testing effect
Veltre, M. T., Cho, K. W., & Neely, J. H. (2014) · Memory · doi:10.1080/09658211.2014.970196 · Cited by 34 · see citing works
Using multiple choice test items to improve classroom testing of professional accounting students
Collier, H. W., & Mehrens, W. A. (1985) · Journal of Accounting Education · doi:10.1016/0748-5751(85)90005-3 · Cited by 26 · see citing works
Implications of multiple-choice testing in nursing education
Bailey, P. H., Mossey, S., Moroso, S., Cloutier, J. D., & Love, A. (2011) · Nurse Education Today · doi:10.1016/j.nedt.2011.09.011 · Cited by 24 · see citing works
It matters how to recall – task differences in retrieval practice
Endres, T., Kranzdorf, L., Schneider, V., & Renkl, A. (2020) · Instructional Science · doi:10.1007/s11251-020-09526-1 · Cited by 24 · see citing works
Çìl, E. (2015) · Applied Measurement in Education · doi:10.1080/08957347.2015.1064124 · Cited by 10 · see citing works
Perez, K. D. (2011) · Cited by 9 · see citing works
Incidental visual memory and metamemory for a famous monument
Montoro, P. R., & Ruiz, M. (2022) · Attention Perception & Psychophysics · doi:10.3758/s13414-022-02472-9 · Cited by 7 · see citing works
Effects of testing versus review on rote and conceptual learning from prose
Bing, S. B. (1984) · Instructional Science · doi:10.1007/bf00052385 · Cited by 6 · see citing works
Baccalauréat Practice Tests in Cameroon
Poon, A., Giroux, S. C., Eloundou‐Enyegue, P. M., Guimbretière, F. V., & Dell, N. L. (2020) · International Conference on Information and Communication Technologies and Development (ICTD) · doi:10.1145/3392561.3394646 · Cited by 5 · see citing works
Wie können Abrufübungen (nicht) für das Lernen in Schule und Hochschule relevant gemacht werden?
Roelle, J., Endres, T., & Renkl, A. (2021) · Unterrichtswissenschaft · doi:10.1007/s42010-021-00139-2 · Cited by 4 · see citing works
Benefits of Testing and Production for Learning Turkish As a New Language
Rose, M. C., Brooks, P. J., Lodhi, A. K., & Cortez, A. (2023) · Language Learning · doi:10.1111/lang.12602 · Cited by 4 · see citing works
Recall Efficacy in EFL Learning
Makarchuk, D. W. (2018) · English Teaching · doi:10.15858/engtea.73.2.201806.115 · Cited by 4 · see citing works
Testing effects of free recall on organization in whole/part and part/whole transfer
Bacso, S. A., & Marmurek, H. H. C. (2016) · Acta Psychologica · doi:10.1016/j.actpsy.2016.10.001 · Cited by 3 · see citing works
Memory Skill: The Proceduralization of Declarative Memory Through Retrieval Practice
Racsmány, M., & Szőllősi, Á. (2021) · Language, Cognition, and Mind · doi:10.1007/978-3-030-66175-5_25 · Cited by 1 · see citing works
Effect of Multiple-choice Testing on Memory Retention – Cue-target Symmetry
Cheng, C. K. (2014) · TSpace (University of Toronto) · Cited by 2 · see citing works
Ferreira, A. (2017) · Recherche et pratiques pédagogiques en langues de spécialité · doi:10.4000/apliut.5741 · Cited by 1 · see citing works
CPA exam influence on classroom testing
Fischer, M. L. (1990) · Journal of Accounting Education · doi:10.1016/0748-5751(90)90025-3 · Cited by 1 · see citing works
The relationship between restudying and testing in the short and long term
Weigold, A. (2008) · ThinkTech (Texas Tech University) · Cited by 1 · see citing works
Retrieval-based argument mapping promotes learning transfer
Liu, Q. (2020) · Summit (Simon Fraser University) · Cited by 1 · see citing works
Jacobs, B. (2006) · PsyDok Dokumentenserver für die Psychologie (Leibniz-Zentrum für Psychologische Information und Dokumentation) · doi:10.23668/psycharchives.8888
The Effect of Retrieval Practice and Question Types on Prose Passage Learning
박영각 (2017) · SECONDARY EDUCATION RESEARCH · doi:10.25152/ser.2017.65.4.779
Pan and Rickard (2018) Transfer of test-enhanced learning meta-analysis (preprint)Preprint
Pan, S. C. (2018) · doi:10.31234/osf.io/4qpyn
Mechanisms Underlying the Testing Effect
Chapman, M. A. (2019) · Scholarship & Creative Works - Digital UNC a service of University Libraries (University of Northern Colorado)
Editor, R. M. B. (1989) · Canadian Journal of Learning and Technology · doi:10.21432/t2fk65
- Authors
- Duchastel, P. C., & Nungester, R. J.
- Affiliations
- American College of Financial Services (US)
- Venue
- The Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 1982-05
- Volume
- 75
- Issue
- 5
- Pages
- 309-313
- ISSN
- 0022-0671 (ISSN-L)
- 1940-0675
- OpenAlex
- W1993636257
- Cited by
- 47
- References
- 8
- Citations by year
- 2023: 1 · 2022: 1 · 2021: 3 · 2020: 4 · 2019: 1 · 2018: 2 · 2017: 3 · 2016: 1 · 2015: 1 · 2014: 5 · 2013: 4 · 2012: 1
- FWCI
- 0.80
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Educational Research (publishedVersion)
- 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 › Educational Assessment and Pedagogy
- Keywords
- testing effect, short-answer tests, multiple-choice tests, test format, learning retention, history learning, high school students
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