Using Low-Stakes Repeated Testing Can Improve Student Learning: How (Some) Practice Makes Perfect

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

Using Low-Stakes Repeated Testing Can Improve Student Learning: How (Some) Practice Makes Perfect

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

Research output: Contribution to conference › Presentation

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.

Original language	American English
State	Published - Jan 1 2011

Bibliographical note

Grison, Sarah; Luke, Steven G.; Shigeto, Aya; Watson, Patrick D.K. (2011, November) Using low-stakes repeated testing can improve student learning: How (some) practice makes perfect. Poster presented at the Psychonomic Society, Seattle, WA.

Keywords

Student Response Systems

Disciplines

Cognitive Psychology
Educational Assessment, Evaluation, and Research
Scholarship of Teaching and Learning

Access to Document

Using Low-Stakes Repeated Testing Can Improve Student Learning HFinal published version, 236 KBLicense: Unspecified

Cite this

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title = "Using Low-Stakes Repeated Testing Can Improve Student Learning: How (Some) Practice Makes Perfect",

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.",

keywords = "Student Response Systems",

author = "Sarah Grison and Luke, \{Steven G.\} and Aya Shigeto and Watson, \{Patrick D.K.\}",

note = "Grison, Sarah; Luke, Steven G.; Shigeto, Aya; Watson, Patrick D.K. (2011, November) Using low-stakes repeated testing can improve student learning: How (some) practice makes perfect. Poster presented at the Psychonomic Society, Seattle, WA.",

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AU - Watson, Patrick D.K.

N1 - Grison, Sarah; Luke, Steven G.; Shigeto, Aya; Watson, Patrick D.K. (2011, November) Using low-stakes repeated testing can improve student learning: How (some) practice makes perfect. Poster presented at the Psychonomic Society, Seattle, WA.

PY - 2011/1/1

Y1 - 2011/1/1

N2 - 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.

AB - 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.

KW - Student Response Systems

UR - https://spark.parkland.edu/psych_fac/5

M3 - Presentation

ER -

Using Low-Stakes Repeated Testing Can Improve Student Learning: How (Some) Practice Makes Perfect

Abstract

Bibliographical note

Keywords

Disciplines

Access to Document

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