University of Illinois Urbana-Champaign

Using low-stakes repeated testing can improve student learning: How (some) practice makes perfect

Grison, Sarah; Luke, Steven G.; Shigeto, Aya; Watson, Patrick D.K.

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https://hdl.handle.net/2142/28605

Description

Title
Using low-stakes repeated testing can improve student learning: How (some) practice makes perfect
Author(s)
  • Grison, Sarah
  • Luke, Steven G.
  • Shigeto, Aya
  • Watson, Patrick D.K.
Issue Date
2011-11
Keyword(s)
SoTL
Abstract
Two studies in Introductory Psychology classes explored whether repeated low-stakes testing can augment learning. In Experiment 1, answering more in-class questions with student response systems (SRSs) predicted better learning when students had not read the text. In Experiment 2, taking online practice quizzes predicted better learning, especially when questions on a concept were grouped. Repeated low-stakes testing can aid learning, but we must develop evidence-based pedagogical tools to maximize effects.
Type of Resource
text
Language
en
Permalink
http://hdl.handle.net/2142/28605

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