Do Practice Tests (Quizzes) Reduce or Provoke Test Anxiety? A Meta-Analytic Review

Autor/inn/en	Yang, Chunliang; Li, Jiaojiao; Zhao, Wenbo; Luo, Liang; Shanks, David R.
Titel	Do Practice Tests (Quizzes) Reduce or Provoke Test Anxiety? A Meta-Analytic Review
Quelle	In: Educational Psychology Review, 35 (2023) 3, Artikel 87Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Chunliang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09801-w
Schlagwörter	Tests; Test Format; Testing; Test Wiseness; Test Anxiety; Meta Analysis; Bayesian Statistics; Test Bias; Difficulty Level; Stress Variables + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Testentwicklung; Testdurchführung; Testen; Examination phobia; Testangst; Prüfungsangst; Meta-analysis; Metaanalyse; Testkritik; Schwierigkeitsgrad
Abstract	Practice testing is a powerful tool to consolidate long-term retention of studied information, facilitate subsequent learning of new information, and foster knowledge transfer. However, practitioners frequently express the concern that tests are anxiety-inducing and that their employment in the classroom should be minimized. The current review integrates results across 24 studies (i.e., 25 effects based on 3,374 participants) to determine the effect of practice tests (quizzes) on test anxiety (TA) and explore potential moderators of the effect. The results show strong Bayesian evidence (BF10 > 25,000) that practice tests appreciably reduce TA to a medium extent (Hedges' g = -0.52), with minimal evidence of publication bias. Easy practice tests tend to be more effective in mitigating TA than difficult ones. These findings support a recommendation for instructors to incorporate quizzes into their curriculum. However, instructors should be aware that quizzes themselves may be more stressful than other learning activities. Methods to make quizzes less stressful and more enjoyable are discussed. Research on the effect of practice tests on TA is still in its infancy, and future research directions are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01