The Effect of Testing on Student Achievement, 1910–2010

By Richard P. Phelps. 2012

104 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/35a334b4e630fb806ebf133590e23378985815c4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Olusola O. Adesope
2. Narayankripa Sundararajan
3. Dominic A. Trevisan

In Developmental and Educational Psychology

1. Narayankripa Sundararajan
2. Dominic A. Trevisan
3. Michael Solis
4. Olusola O. Adesope
5. Elizabeth A. Swanson
6. J. McKenna
7. Stephen P. Ciullo

In Education

1. Narayankripa Sundararajan
2. Olusola O. Adesope
3. Dominic A. Trevisan
4. Michael Solis
5. Elizabeth A. Swanson
6. Lisa V. McCulley

Citations in the corpus

• Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, methodology): “Phelps also found that the effects of practice tests were amplified when feedback was included with tests. In a selective narrative review on the power of testing in improving memory and retention, Roediger and Karpicke (2006b) reviewed some historical and contemporary findings on testing effects. T”
• The effect of team-based learning on content knowledge: A meta-analysis (2019, background): “Phelps (2012) investigated the effect of assessment on student achievement across 177 studies and reported large mean effect sizes ranging from d = 0.055 to 0.88, indicating that students who take a test outperform those who spend the same amount of time engaged in other activities.”