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ERIC Number: EJ1122601
Record Type: Journal
Publication Date: 2017-Jan
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: N/A
Ecological Validity of the Testing Effect: The Use of Daily Quizzes in Introductory Psychology
Batsell, W. Robert, Jr.; Perry, Jennifer L.; Hanley, Elizabeth; Hostetter, Autumn B.
Teaching of Psychology, v44 n1 p18-23 Jan 2017
The testing effect is the enhanced retention of learned information by individuals who have studied and completed a test over the material relative to individuals who have only studied the material. Although numerous laboratory studies and simulated classroom studies have provided evidence of the testing effect, data from a natural class setting with motivated students are scant. The present two-class quasi-experiment explored the external validity of the testing effect in the Introductory Psychology classroom. The control class studied assigned chapters from the textbook whereas the quiz class studied chapters and completed daily quizzes on those readings. Subsequently, both classes completed exams over this textbook information. The quiz class scored significantly higher than the control class on these test questions about the textbook information; these differences were significant both when the test questions were the same as the quiz questions and when they were new, related questions from the textbook. These data suggest the use of daily quizzes to embed the testing effect into the Introductory Psychology classroom can improve student learning.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A