Tests and quizzes are usually thought to serve assessment purposes, but they can also benefit long-term

learning better than repeated studying.1

Proportion Correct on Semester Exam

Prior laboratory research supports these principles2, yet none have been thoroughly tested in a classroom setting using a true experimental design. We examined whether a test-enhanced learning program, integrated with daily classroom practices, is an effective method of enhancing retention in a middle school setting. We also examined whether quizzing enhances learning more than restudying, if quizzes can improve transfer of information, and if the timing of the quiz affects long-term learning.

6th Grade Social Studies, N = 63

1.00 .90 .90 .83 .80 .70 .60 .50 .60 .53 .55 .81 Tested Read Not Tested 1.00 .90 .80 .70 .60 .50 .40

8th Grade Science, N = 54

Tested 0X Tested 1X Tested 2X Tested 3X

.86 .81 .76 .81

.83

Proportion Correct

.81

.83

.85

This research was conducted at a public middle school in Illinois. Materials Textbook material from Social Studies and Science classrooms Multiple-choice quizzes followed by immediate feedback Within-subjects design: Some target facts were quizzed during lessons, some were not quizzed (depending on the design of the study), but all items were covered during the class lecture by the teacher. Procedure Students took a multiple-choice pre-quiz over tested items. The teacher was not present for the pre-quiz and did not know which target facts were quizzed. Following the pre-quiz, the teacher taught the lesson for the day. Immediately after the lesson, students took a multiple-choice post-quiz over tested items. One day before the chapter exam, students took a review quiz over tested items. Retention was measured with multiple-choice exams comprised of all (tested and non-tested) target facts.

.40 Chapter Exams End of the Semester

Not Tested

PreTest

PostTest

Review Test

Pre + Post

Pre + Review

Post + Review

Pre + Post + Review

Quizzing information led to significant benefits in retention, more than restudying, even over the long term.

Review quizzes, either alone or in combination with other quizzes, produced optimal learning at the end of the semester.

A test-enhanced learning program can be successfully implemented in a classroom setting. Over the long-term, quizzing benefits retention and transfer of information for Social Studies and Science content.

7th Grade Science, N = 95

Proportion Correct on Semester Exam
1.00 .90 .80 .70 .60 .50 .40 Application Definition Final Test Format A significant testing effect was found at the end of the semester, particularly for material initially quizzed in application format but tested in definition format, demonstrating the long-term effects of quizzing on transfer of information. .69 .64 .73 .66 Initial Test Format Application Definition Not Tested .70 .65

Review quizzes administered the day before a chapter exam benefit long-term retention at the end of the semester. All results are consistent with the notion of desirable difficulty: More effortful learning conditions (e.g., review quizzes) produce larger longterm benefits than less effortful learning conditions (e.g., pre-tests).3 Educational implications: Quizzes can be used as a method to enhance long-term learning and transfer of information.
References Roediger, H. L. & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210. Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966-968. Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe and A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: MIT Press.

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2. 3.

This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H060080-06 to Washington University in St. Louis. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education. Poster presented at the 5th Annual Institute of Education Sciences Research Conference (Tuesday, June 29th, 2010 in National Harbor, MD). Correspondence: Pooja K. Agarwal (pooja.agarwal@wustl.edu). http://psych.wustl.edu/memory/TELC