Test format and corrective feedback modify the effect of testing on long-term retention
Abstract
We investigated the effects of format of an initial test and whether or not students received corrective feedback on that test on a final test of retention 3 days later. In Experiment 1, subjects studied four short journal papers. Immediately after reading each paper, they received either a multiple choice (MC) test, a short answer (SA) test, a list of statements to read, or a filler task. The MC test, SA test, and list of statements tapped identical facts from the studied material. No feedback was provided during the initial tests. On a final test 3 days later (consisting of MC and SA questions), having had an intervening MC test led to better performance than an intervening SA test, but the intervening MC condition did not differ significantly from the read statements condition. To better equate exposure to test-relevant information, corrective feedback during the initial tests was introduced in Experiment 2. With feedback provided, having had an intervening SA test led to the best performance on the final test, suggesting that the more demanding the retrieval processes engendered by the intervening test, the greater the benefit to final retention. The practical application of these findings is that regular SA quizzes with feedback may be more effective in enhancing student learning than repeated presentation of target facts or taking an MC quiz.
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When material has been previously studied, taking an MCQ test followed by feedback yields comparable final test performance to restudying.
“When material has been previously studied, taking an MCQ test followed by feedback has been found to yield comparable final test performance to restudying (e.g.Butler & Roediger, 2007; S. H. K. Kang, McDermott, & Roediger, 2007;McDaniel, Anderson, Derbish, & Morisette, 2007).”
From The benefit of generating errors during learning (2014) · cites this paper as S. H. K. Kang, McDermott, & Roediger, 2007
There is evidence that such a narrow study-test matching is an unlikely explanation of the testing superiority.
“There is evidence, however, that such a narrow study-test matching is an unlikely explanation of the testing superiority.”
From Neural Correlates of Long-Term Memory Enhancement Following Retrieval Practice (2021) · cites this paper as Kang et al., 2007
Studies examining this question showed that the testing effect was maintained when the test format was changed between training and final test (e.g., from free recall to recognition), or from short-answer questions to multiple-choice questions.
“Studies examining this question showed that the testing effect was maintained when the test format was changed between training and final test (e.g., from free recall to recognition; Carpenter and DeLosh, 2006), or from short-answer questions to multiple-choice questions (Kang et al., 2007; for a review, Pan and Rickard, 2018).”
From Neural Correlates of Long-Term Memory Enhancement Following Retrieval Practice (2021) · cites this paper as Kang et al., 2007
When correct-answer feedback occurs at the time of the initial test, there is some evidence that short-answer tests are better than multiple-choice tests, regardless of whether the final test is in the same short-answer format or is a multiple-choice test.
“When correct-answer feedback occurs at the time of the initial test, there is some evidence that short-answer tests are better, regardless of whether the final test is in the same short-answer format or is a multiple-choice test (Kang et al. 2007).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Kang et al. 2007
Providing correct answer feedback can be essential to learning from tests, especially when performance on an initial test is very low.
“Indeed, providing students with correct answer feedback can be essential to their learning from tests, especially when performance on an initial test is very low.29”
From Test-enhanced learning in medical education (2008) · cites this paper as [29]
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Gonçalves, A. D. O., Muniz, B. F. B., & Jaeger, A. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10076-6 · Cited by 1 · see citing works
Testing the testing effect with advanced materials while accounting for individual differences
Redifer, J. L., Myers, S. J., Bae, C. L., Naas, A., & Scott, A. (2026) · Instructional Science · doi:10.1007/s11251-025-09758-z · Cited by 2 · see citing works
Testing the testing effect on prolific: when retrieval practice fails to boost learning
Sigayret, K., Parmentier, J.-F., & Silvestre, F. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1727423
“Corrective feedback further enhances these effects (Roediger et al., 2009) and the absence of feedback can sometimes be detrimental, increasing the risk of false recognitions in later tests—especially with multiple-choice formats (Roediger et al., 2009; Kang et al., 2007).”
Callaghan, K., Milbourne, T., Klales, A., Kestin, G., Arguelles, C., McCarty, L., & Deslauriers, L. (2026) · Journal of College Science Teaching · doi:10.1080/0047231x.2026.2620442 · Cited by 1 · see citing works
“Such testing options have the advantages of individual student accountability and a potential increase in long-term retention of the exam content due to the intensity of the experience (Talarico, 2004; Roediger & Karpicke, 2006; Kang et al., 2007).”
- Authors
- Kang, S. H. K., McDermott, K. B., & Roediger, H. L.
- Affiliations
- Washington University in St. Louis (US)
- Washington University in St Louis
- Corresponding author
- Kang, Sean H. K.
- Venue
- European Journal of Cognitive Psychology
- Publisher
- Informa UK Limited
- Published
- 2007-07
- Volume
- 19
- Issue
- 4-5
- Pages
- 528-558
- ISSN
- 0954-1446 (ISSN-L)
- 1464-0635
- OpenAlex
- W1981846272
- Cited by
- 513
- References
- 64
- Citations by year
- 2026: 12 · 2025: 21 · 2024: 26 · 2023: 32 · 2022: 25 · 2021: 29 · 2020: 39 · 2019: 32 · 2018: 43 · 2017: 29 · 2016: 21 · 2015: 35 · 2014: 45 · 2013: 24 · 2012: 27
- FWCI
- 8.15
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The European Journal of Cognitive Psychology (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 › Student Assessment and Feedback
- Keywords
- retrieval practice, long-term retention, test format, corrective feedback, multiple-choice tests, short-answer tests, student learning
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