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ERIC Number: EJ1215476
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0973
EISSN: N/A
Test-Based Learning: Inconsistent Effects between Higher- and Lower-Level Test Questions
Roelle, Julian; Roelle, Detlev; Berthold, Kirsten
Journal of Experimental Education, v87 n2 p299-313 2019
Providing test questions after an initial study phase is a common instructional technique. In theory, questions that require higher-level (deep) processing should be more beneficial than those that require lower-level (shallow) processing. However, empirical evidence on the matter is inconsistent. To shed light on two potential reasons for these inconsistencies, we conducted an experiment (N = 81) to analyze the role of (a) the share of information to which test questions direct learners and (b) the learning activities performed in the initial study phase with respect to the effects between higher- and lower-level test questions. We found that both the share of focused information and the initial learning activities moderated the effects between higher- and lower-level test questions.
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A