Title
Using Low-Stakes Repeated Testing Can Improve Student Learning: How (Some) Practice Makes Perfect
Document Type
Poster
Publication Date
2011
Abstract
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.
Rights
Copyright is owned by the creators of this work.
Recommended Citation
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.
Included in
Cognitive Psychology Commons, Educational Assessment, Evaluation, and Research Commons, Scholarship of Teaching and Learning Commons
