Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement.

By Mark A. McDaniel, P. Agarwal, Barbie J. Huelser, Kathleen B. McDermott, H. Roediger III. 2011

359 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/780ee39bcd30d72dd4702eee9245f725922838d9

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Citations in the corpus

Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015, background): “…condition, because even though the term testing effect is also used to refer to beneficial effects of testing as an additional activity (e.g., McDaniel et al. 2011; Smith and Karpicke 2014), any beneficial effects of testing as an additional activity could be due to increased time on task…”
Classroom-based programs of retrieval practice reduce middle school and high school students' test anxiety (2014, background): “…s t A primary motivation of this study was to ascertain students’ eactions to classroom-based retrieval practice programs (e.g., garwal et al., 2012; McDaniel et al., 2011, 2013; McDermott et al., 014; Roediger, Agarwal, et al., 2011; Roediger, Putnam, et al., 011), where anecdotal and…”
Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams (2013, neutral): “Thus, in the present paradigm, unlike in the work of McDaniel et al. (2011) and Roediger, Agarwal, et al. (2011), students must acquire an integrated representation of the definition with the concept term, a representation that is perhaps somewhat gist based (in comprehension theories, a more…”
Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice (2012, background): “In the classroom, frequent low-stakes quizzes (last only 5 or 10 min) can produce a large boost in performance (e.g., Leeming, 2002; Lyle & Crawford, 2011; McDaniel et al., 2011).”
Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning (2012, neutral): “Several recent studies have shown that low- or no-stakes classroom quizzes, sometimes administered with clicker response systems, can serve as effective tools for promoting retrieval practice in the classroom (Mayer et al. 2009; McDaniel et al. 2011; Roediger et al. 2011; see too Campbell and Mayer ”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, methodology): “…been well documented, few studies have attempted to analyze these effects in a real classroom (see Cranney, Ahn, McKinnon, Morris, & Watts, 2009; Glover, 1989; Mayer et al., 2009; McDaniel et al., 2011; McDaniel, Thomas, Agarwal, McDermott, & Roediger, 2013; McDaniel, Wildman, & Anderson, 2012).”
ANALYZING THE EFFICACY OF THE TESTING EFFECT USING KAHOOTTM ON STUDENT PERFORMANCE (2017, background): “McDaniel et al. (2011) discovered that the testing effect was seen when students had items of an applied nature on a quiz and items of a conceptual nature on an exam, but not viceversa.”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, positive): “…students, retrieval practice enhanced delayed test performance compared with no quizzes, although information to be learned was mainly fact-based (Agarwal et al., 2012; McDaniel, Agarwal, Huelser, McDermott, & Roediger, 2011; McDaniel et al., 2013; McDermott et al., 2014; Roediger et al., 2011).”
When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning? (2012, background): “McDaniel et al. (2011) found that unit exam performance was 17 % greater following even just one low-stakes review quiz prior to the exam.”
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms (2019, background): “…to also be the researchers (e.g., Batsell et al. 2017; Leeming 2002; Lyle and Crawford 2011; Saville et al. 2012), whereas instructors at the K-12 level were not the researchers (e.g., Agarwal 2019; Karpicke et al. 2014; McDaniel et al. 2011, 2013; McDermott et al. 2014; Roediger et al. 2011).”