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ERIC Number: EJ1119940
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0144-3410
Effects of Repeated Testing on Short- and Long-Term Memory Performance across Different Test Formats
Stenlund, Tova; Sundström, Anna; Jonsson, Bert
Educational Psychology, v36 n10 p1710-1727 2016
This study examined whether practice testing with short-answer (SA) items benefits learning over time compared to practice testing with multiple-choice (MC) items, and rereading the material. More specifically, the aim was to test the hypotheses of "retrieval effort" and "transfer appropriate processing" by comparing retention tests with respect to practice testing format. To adequately compare SA and MC items, the MC items were corrected for random guessing. With a within-group design, 54 students (mean age = 16 years) first read a short text, and took four practice tests containing all three formats (SA, MC and statements to read) with feedback provided after each part. The results showed that both MC and SA formats improved short- and long-term memory compared to rereading. More importantly, practice testing with SA items is more beneficial for learning and long-term retention, providing support for retrieval effort hypothesis. Using corrections for guessing and educational implications are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A