Cited by 47Memory Processes and InfluencesVisual and Cognitive Learning ProcessesEducational Assessment and Pedagogy

Testing Effects Measured with Alternate Test Forms

Duchastel, Philippe C., Nungester, Ronald J.·1982·The Journal of Educational Research

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

Crossref · 10.1080/00220671.1982.10885400

Cites

8 of 8 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?

  • 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

Flagged first, then by citations

Cited by

Sorted by citations

Authors
Duchastel, P. C., & Nungester, R. J.
Affiliations
American College of Financial Services (US)
Venue
The Journal of Educational Research
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