ERIC Number: ED215326
Record Type: RIE
Publication Date: 1981-Sep
Reference Count: 0
Testing to Aid Text Processing.
Duchastel, Philippe C.
The testing effect is a phenomenon that may be described as follows: following the reading of a prose passage, a group of students who are given a posttest on the passage immediately or shortly afterward will later recall more of the passage on a retention test than will a similar group of students who are not given the posttest. Testing as a means of directly enhancing prose learning is generally not recognized and is not used much in the schools. If it were, every period of instruction would be brought to a close with a short test. Such a test could well be an ungraded self-test, for its purpose would be not to manage the instructional process, but to consolidate the learning experience that has just taken place. Testing in this sense is similar to practice or rehearsal. The testing effect consolidates learning in terms of degree of processing, not structurally. A test thus provides a stimulus for engaging in the consolidation of learning. The context here is similar to that of most adjunct aids, such as learning objectives, inserted questions, and typographical cueing, all of which suggest certain strategies to the learners. Research on the testing effect has generally excluded, for experimental reasons, the provisions of feedback, review opportunities, and test anticipation effects, in order to isolate the consolidation effect per se. However, all of these other factors would likely be present in educational contexts and would further add to the value of testing. (HOD)
Publication Type: Guides - Classroom - Teacher; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Adjunct Aids; Prose Learning; Testing Effects
Note: Paper presented at the Meeting of the International Symposium on Text Processing (Fribourg, Switzerland, September 1981).