Using tests to enhance 8th grade students' retention of U.S. history facts

By Shana K. Carpenter, Harold Pashler, Nicholas J. Cepeda. 2009

264 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1d80a61b09382911e503870bfc549f0c92e7acff

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Citations in the corpus

When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning? (2012, methodology): “, a week) and even up to several weeks or months (e.g., Butler and Roediger 2007; Carpenter et al. 2009; McDaniel et al. 2007).”
Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams (2013, unknown): “In contrast to previous studies in which the final test questions were identical to the quiz questions (e.g., Carpenter et al., 2009; McDaniel et al., 2011; Roediger, Agarwal, et al., 2011), superficial learning of a particular response per se from practice on quizzes would not be sufficient to…”
Spacing Effects in Real-World Classroom Vocabulary Learning (2011, result): “Based on the results of this and other classroom studies (e.g. Carpenter et al., 2009), the spacing effect appears to be robust to the increased variability present in real-world classroom contexts. nal test session.”
Recent Research on Human Learning Challenges Conventional Instructional Strategies (2010, background): “Finally, Carpenter et al. (2009) found that a greater degree of”
Testing Enhances the Transfer of Learning (2012, background): “For example, Chan, McDermott, and Roediger (2006; see also Chan, 2009, 2010) tested participants on a question about a passage (e.g., question: “Where do toucans sleep at night?”; answer: “In tree holes”), and found that this testing facilitated later memory for related content that was never tested”
Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “Although most studies on spaced or interleaved practice have been conducted in laboratory settings (for better control over extraneous variables), students in actual classrooms can benefit from instructors using these learning strategies (e.g., Carpenter et al., 2009; Sobel, Cepeda, & Kapler, 2011).”
Interleaving Helps Students Distinguish among Similar Concepts (2012, background): “…been demonstrated in hundreds of studies, including ones with learning materials drawn from the classroom (e.g., Austin 1921; Bahrick and Phelps 1987; Bird 2010; Bloom and Shuell 1981; Carpenter et al. 2009; Cepeda et al. 2009; Reynolds and Glaser 1964; Metcalfe et al. 2007; Seabrook et al. 2005).”
Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement. (2011, background): “…was minimally exposed (presented for students to read once) and was not part of the class curriculum (Spitzer, 1939) or the course material was included in the experiment but the experiment was conducted after students completed their exams and standardized assessments (Carpenter et al., 2009).”