Test format and corrective feedback modify the effect of testing on long-term retention

By Sean H. K. Kang, Kathleen B. McDermott, H. Roediger III. 2007

527 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/00aa7d9b313ae7fd2f4035787c00b757fe5d15dc

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In Artificial Intelligence

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Eight Ways to Promote Generative Learning (2016, background): “For example, there is evidence that self-testing is most effective when it is followed by corrective feedback (e.g., Kang et al. 2007), when students test themselves repeatedly (e.g., Butler 2010; Roediger and Karpicke 2006, and when there is a relatively close match between the content and format…”
Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams (2013, unknown): “Still, the possibility remains that the quizzes produced positive effects because of additional study or exposure to the target content relative to that for the no-quiz items (see e.g., Kang et al., 2007; McDaniel et al., 2007, for findings along these lines when multiple-choice quizzes are used).”
Using higher order thinking questions to foster critical thinking: a classroom study (2012, background): “Feedback is not only important for correcting student errors (Kang, McDermott, & Roediger, 2007 ), but it can also decrease metacognitive failures (Butler, Karpicke, & Roediger, 2008 ).”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “However, one study showed that short-answer practice tests are more beneficial for long-term retention than multiple-choice tests (Kang et al., 2007).”
The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective (2017, background): “…by the two core findings of beneficial effects of retrieval practice with classroom-relevant learning materials (e.g., Butler & Roediger, 2007; Kang et al., 2007; McDaniel, Anderson, Derbish, & Morissette, 2007) and the long-term beneficial effects even after intervals of several weeks (e.g.,…”
Testing improves long-term retention in a simulated classroom setting (2007, background): “This null effect is likely due in part to the high level of performance on the initial tests, especially for multiple choice: Feedback was not as useful because few errors were made (see Kang et al., 2007 this issue).”
Testing Enhances the Transfer of Learning (2012, background): “Kang, McDermott, and Roediger (2007) had participants learn information from journal articles by completing short-answer questions on some of the articles and multiple-choice questions on other articles.”
Spacing and Testing Effects: A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature (2010, unknown): “For example, an early study by Kolers (1966) used French–English bilinguals and presented words either once or several times in a spaced fashion.”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “For example, Kang, McDermott, and Roediger (2007) found that retrieval practice with short answer quizzes enhanced final test performance to a greater extent than retrieval practice with multiple-choice quizzes.”