Two studies in Introductory Psychology classes explored whether repeated low-stakes testing can augment learning. In Experiment 1, answering more in-class questions with student response systems (SRSs) predicted better learning when students had not read the text. In Experiment 2, taking online practice quizzes predicted better learning, especially when questions on a concept were grouped. Repeated low-stakes testing can aid learning, but we must develop evidence-based pedagogical tools to maximize effects.
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Grison, Sarah; Luke, Steven G.; Shigeto, Aya; Watson, Patrick D.K. (2011, November) Using low-stakes repeated testing can improve student learning: How (some) practice makes perfect. Poster presented at the Psychonomic Society, Seattle, WA.