Generalizing test-enhanced learning from the laboratory to the classroom
Open accessAbstract
Test-enhanced learning refers to the fact that taking an initial test on studied material enhances its later retention relative to simply studying the material and then taking a final test. Most research on the testing effect has been done with materials such as word lists, and the general finding has been that the benefits of testing are greater when the initial test is a recall (production) test rather than a recognition test. We briefly summarize three experiments that extend these results to educationally relevant materials, namely brief articles, lectures, and materials in a college course. All three experiments demonstrated a robust testing effect and also revealed that an initial short-answer test produced greater gains on a final test than did an initial multiple-choice test. Furthermore, one experiment revealed a positive effect of immediate feedback given with the initial test. The educational implications are that production tests (short answer or essay) and feedback soon after learning increase learning and retention. In addition, frequent testing probably has the indirect positive effects of keeping students motivated and leading them to space out periods of study.
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Core classroom content can be better remembered on unit exams after low-stakes multiple-choice quizzing with immediate correct-answer feedback.
“In other studies, we have also repeatedly demonstrated that core classroom content can be better remembered on unit exams after lowstakes multiple-choice quizzing with immediate correct-answer feedback (McDaniel et al. 2007(McDaniel et al. , 2011(McDaniel et al. , 2013;;Roediger et al. 2011a).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as McDaniel et al. 2007
Tests that require effortful retrieval, such as short-answer tests, promote better retention than tests that require recognition, such as multiple-choice tests.
“Tests that require effortful retrieval of information, such as short-answer tests, promote better retention than tests that require recognition, such as multiple-choice tests.”
From Test-enhanced learning in medical education (2008) · cites this paper as [3]
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References 27 · Cited by 326
- Authors
- Mcdaniel, M. A., Roediger, H. L., & Mcdermott, K. B.
- Affiliations
- Washington University in St. Louis (US)
- Corresponding author
- Mcdaniel, Mark A.
- Venue
- Psychonomic Bulletin & Review
- Published
- 2007-04
- Volume
- 14
- Issue
- 2
- Pages
- 200-206
- ISSN
- 1069-9384 (ISSN-L)
- 1531-5320
- OpenAlex
- W2059022765
- Cited by
- 326
- References
- 27
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 9 · 2023: 10 · 2022: 13 · 2021: 24 · 2020: 20 · 2019: 21 · 2018: 26 · 2017: 18 · 2016: 16 · 2015: 25 · 2014: 28 · 2013: 27 · 2012: 21
- FWCI
- 6.33
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Psychonomic Bulletin & Review (publishedVersion)
- PubMed (publishedVersion)
- Funders
- James S. McDonnell Foundation
- Washington University in St. Louis
- Institute of Education Sciences (R305H030339)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- retrieval practice, testing effect, production testing, recall versus recognition, short-answer tests, multiple-choice tests, immediate feedback, retention, spaced learning, student motivation, teaching materials
- MeSH terms
- Generalization, Psychological, Humans, Laboratories, Learning, Memory, Teaching
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