期刊
PSYCHOLOGICAL BULLETIN
卷 147, 期 4, 页码 399-435出版社
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/bul0000309
关键词
academic achievement; meta-analysis; motivation; testing effect; transfer-appropriate processing
资金
- Fundamental Research Funds for the Central Universities [2019NTSS28]
- Natural Science Foundation of China [31671130, 32000742]
- NUS FASS RSB-PDF Scheme under WBS [C-581-000-207-532, C-581-000-777-532]
- United Kingdom Economic and Social Research Council [ES/S014616/1]
- MadrI+D Science Foundation [2016-T1/SOC-1395]
- ESRC [ES/S014616/1] Funding Source: UKRI
Studies have shown that testing is an effective intervention for enhancing long-term retention of knowledge. In classroom settings, factors such as learning strategy, test format, and material matching can influence the testing effect.
Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information. compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extracted from 222 independent studies, to investigate the magnitude. boundary conditions, and psychological underpinnings of test-enhanced learning in the classroom. The results show that overall testing (quizzing) raises student academic achievement to a medium extent (g = 0.499). The magnitude of the effect is modulated by a variety of factors, including learning strategy in the control condition, test format consistency, material matching, provision of corrective feedback, number of test repetitions. test administration location and timepoint, treatment duration, and experimental design. The documented findings support 3 theories to account for the classroom testing effect: additional exposure, transfer-appropriate processing, and motivation. In addition to their implications for theory development, these results have practical significance for enhancing teaching practice and guiding education policy and highlight important directions for future research.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据