Testing the testing effect in the classroom

By Mark A. McDaniel, Janis L. Anderson, Mary H. Derbish, Nova Morrisette. 2007

582 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Education

View Paper: https://www.semanticscholar.org/paper/5890758fdccf8e4ea75571f7d8741940660ba38f

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Citations in the corpus

Testing improves long-term retention in a simulated classroom setting (2007, background): “One notable exception is a recent study by McDaniel, Anderson, Derbish, and Morrisette ( 2007 , this issue) that investigated the b enefits of testing over a semester using complex verbal materials.”
Recent Research on Human Learning Challenges Conventional Instructional Strategies (2010, background): “Likewise, testing effects have been observed in a variety of learning environments, including self-paced study outside the classroom (McDaniel et al., 2007), instructor-paced instruction (e.g., Carpenter et al., 2009), and multimedia learning (Johnson & Mayer, 2009).”
Improving metacognition in the classroom through instruction, training, and feedback (2016, background): “In the testing effect literature, feedback improves test scores (McDaniel et al. 2007), thus, we suspect, that feedback can be beneficial in an applied metacognitive setting such as a classroom.”
Eight Ways to Promote Generative Learning (2016, result): “…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 of the practice test and that of the final test (e.g., McDaniel et al. 2007, 2012).”
The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective (2017, background): “…size 1 94 between no-test yes Effect size 2 91 between no-test yes Lyle & Crawford (2011) journal Effect size 1 144 between no-test yes McDaniel et al. (2007) journal Effect size 1 34 within no-test yes Effect size 2 34 within no-test yes Effect size 3 34 within restudy yes Effect…”
Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement. (2011, background): “An encouraging development is that initial experimental evidence in the laboratory (Chan et al., 2006; Rohrer, Taylor, & Sholar, 2010) and classroom (McDaniel et al., 2007; McDaniel et al., 2010) contexts, as well as correlational findings in college classes (e.g., Angus & Watson, 2009; Kibble,…”
Spacing and Testing Effects: A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature (2010, background): “McDaniel and Masson (1985), in their Experiment 1, had participants encode words using either semantic or phonemic cues.”
When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning? (2012, background): “Across the various outcome measures that have been examined, testing effects have been shown to last over moderate delays (e.g., a week) and even up to several weeks or months (e.g., Butler and Roediger 2007; Carpenter et al. 2009; McDaniel et al. 2007).”