Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study

• Published in: Journal of applied research in memory and cognition Vol. 1; no. 1; pp. 18 - 26
• Main Authors: McDaniel, Mark A., Wildman, Kathleen M., Anderson, Janis L.
• Format: Journal Article
• Language: English
• Published: Washigton Elsevier Science 01.03.2012; Elsevier Inc; Society for Applied Research in Memory and Cognition
• Subjects: Classrooms; Cognition; Human; Measurement; Memory; On-line quizzing; Retrieval practice; Testing effect; Testing effects in a college class; Websites; On-line quizzing; Testing effects in a college class; Retrieval practice; Testing effect
• ISSN: 2211-3681; 2211-369X
• DOI: 10.1016/j.jarmac.2011.10.001

The testing effect-a mnemonic benefit of quizzing or testing-has been oft-demonstrated in the laboratory, but rarely evaluated experimentally in the classroom. In a college web-based class, using a within-subjects design, core target concepts were quizzed with multiple choice and short-answer questions, presented for reading, or not presented (no additional-exposure control). Multiple attempts on each quiz (and in the read-control) were encouraged and feedback was available after each. When exam questions were identical to earlier-seen quizzes, short answer and multiple choice quizzes enhanced exam performance over rereading targeted material. When examination questions were different but related to the quizzes, short answer and multiple-choice quizzes conferred benefits over unquizzed target content, and produced exam performance that was nominally better than rereading target material. These experimental results indicate that unsupervised on-line quizzing in a college course enhances exam performance, thereby representing an important extension of laboratory testing effects into the classroom setting. Highlights ► We investigate the benefits of on-line quizzing with feedback for exam performance. ► Exam questions in the college course were identical or related to quiz questions. ► Rereading of target concepts and no additional exposure served as controls. ► Exam performance was enhanced by both multiple choice and short answer quizzes.