Test-Enhanced Learning: Does Deeper Processing on Quizzes Benefit Exam Performance?

Autor/inn/en	Collins, Dylan P.; Rasco, Danney; Benassi, Victor A.
Titel	Test-Enhanced Learning: Does Deeper Processing on Quizzes Benefit Exam Performance?
Quelle	In: Teaching of Psychology, 45 (2018) 3, S.235-238 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628318779262
Schlagwörter	Tests; Formative Evaluation; Summative Evaluation; Testing; Memorization; Recall (Psychology); College Students; Teaching Methods; Social Psychology + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Testdurchführung; Testen; Gedächtnistraining; Abberufung; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialpsychologie
Abstract	Test-enhanced learning is a technique instructors can use to increase recall on summative assessments (e.g., exams) via formative assessments (e.g., quizzes). The present research examined recommendations based on the transfer-appropriate processing and level-of-processing (LOP) perspectives to assess the question, does deeper processing on quizzes (i.e., using application questions compared to factual) benefit exam performance? Students were more likely to correctly answer application questions on the exam when quizzes required a deeper LOP, and students appeared to gain a relatively equivalent definitional understanding using either factual or application questions on quizzes. Consequently, the present research supports the use of quiz questions that require a deeper LOP, especially when students are expected to learn beyond rote memorization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01