CoChat
Sign Up
Cited by 56Memory Processes and InfluencesVisual and Cognitive Learning ProcessesInnovative Teaching Methods

Ecological Validity of the Testing Effect: The Use of Daily Quizzes in Introductory Psychology

Batsell, W. Robert, Perry, Jennifer L., Hanley, Elizabeth, Hostetter, Autumn B.·2017·Teaching of Psychology
DOI 10.1177/0098628316677492
Open this paper in CoChat — free account

Abstract

The testing effect is the enhanced retention of learned information by individuals who have studied and completed a test over the material relative to individuals who have only studied the material. Although numerous laboratory studies and simulated classroom studies have provided evidence of the testing effect, data from a natural class setting with motivated students are scant. The present two-class quasi-experiment explored the external validity of the testing effect in the Introductory Psychology classroom. The control class studied assigned chapters from the textbook whereas the quiz class studied chapters and completed daily quizzes on those readings. Subsequently, both classes completed exams over this textbook information. The quiz class scored significantly higher than the control class on these test questions about the textbook information; these differences were significant both when the test questions were the same as the quiz questions and when they were new, related questions from the textbook. These data suggest the use of daily quizzes to embed the testing effect into the Introductory Psychology classroom can improve student learning.

Integrity signals

Registry

Crossref · 10.1177/0098628316677492

Cites

25 of 25 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?

  • Similar benefits of in-class quizzes in college classes have been seen in a Psychology Research Methods class, an Introductory Psychology class, and a Statistics for Psychology class at large state universities.

    “Similar benefits of in-class quizzes in college classes have been seen in a Psychology Research Methods class (Bjork et al. 2014), in an Introductory Psychology class (Batsell et al. 2017), and in a Statistics for Psychology class (Lyle & Crawford 2011), all of them at large state universities.”

    From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Batsell et al. 2017

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Batsell, W. R., Perry, J. L., Hanley, E., & Hostetter, A. B.
Affiliations
Kalamazoo College (US)
Corresponding author
Batsell, W. Robert
ORCID
Hostetter, Autumn B.
Venue
Teaching of Psychology
Publisher
SAGE Publications
Published
2016-11-11
Volume
44
Issue
1
Pages
18-23
ISSN
  • 0098-6283 (ISSN-L)
  • 1532-8023
DOI
10.1177/0098628316677492
OpenAlex
W2551808616
Cited by
56
References
25
Citations by year
2026: 1 · 2025: 2 · 2024: 5 · 2023: 4 · 2022: 11 · 2021: 7 · 2020: 6 · 2019: 10 · 2018: 5 · 2017: 4 · 2016: 1
FWCI
4.25
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Teaching of 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 › Innovative Teaching Methods
Keywords
testing effect, retrieval practice, daily quizzes, ecological validity, generalizability, student learning, introductory psychology course, reading textbooks, exam performance

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