共查询到20条相似文献，搜索用时 171 毫秒
1.
Katherine A. Rawson John Dunlosky Sharon M. Sciartelli 《Educational Psychology Review》2013,25(4):523-548
Practice tests and spaced study are both highly potent for enhancing learning and memory. Combining these two methods under the conditions in which they are most effective (i.e., practice tests that invoke successful retrieval from long-term memory and spacing study across days) yields a promising learning technique referred to as successive relearning. Given the obvious implications of successive relearning for promoting student learning and the voluminous literatures on testing and spacing more generally, surprisingly few studies have evaluated successive relearning, and none have done so in an authentic educational context. The two experiments reported here establish the potency of a successive relearning intervention for enhancing student learning by demonstrating meaningful improvements in course exam performance and on long-term retention tests. 相似文献
2.
本文通过定量与定性相结合的研究方法,对集库型完形填空和分题选择型完形填空进行比较研究。定量分析的结果表明,受试在两种测试中的分数存在显著差异。然而,有声思维的定性研究结果却显示受试在答题过程中都较多地使用了句内层面的信息来回答问题。其中从句层面的信息运用的最多,而跨句子的语篇层面信息的运用则相对较少,跨语篇层面的信息运用的最少。这一结果对命题及教学提出了新的思考。 相似文献
3.
Retrieval practice has been shown to benefit learning. However, the benefit has sometimes been attenuated with more complex materials that require integrating multiple units of information. Critically, Tran et al. Psychonomic Bulletin & Review, 22, 135–140 (2015) found that retrieval practice improves sentence memory but not the drawing of inferences from the same sentences. In three experiments, we investigated whether this lack of benefit of retrieval practice for inferential ability was due to the presentation format of the material. Participants studied four sets of seven to nine related sentences by practicing retrieval for two sets and rereading the other two sets. A final test was given 2 days later. When sentences were presented one at a time during study/practice as in Tran et al., we found no effect of retrieval practice on a test requiring inferential reasoning. When sentences in a set were presented simultaneously during study/practice, retrieval practice in the form of fill-in-the-blank testing (experiments 1 and 2) and free recall (experiment 3) aided later deductive inference more than rereading. Our findings suggest that retrieval practice can improve deductive inference, but in order to optimize its utility, the format in which the material is presented during practice must not hinder relational processing of the individual sentences. 相似文献
4.
Though rereading is a study method commonly used by students, theoretical disagreement exists regarding whether rereading a text significantly enhances the representation and retention of the text’s contents. In four experiments, we evaluated the effectiveness of rereading relative to a single reading in a context paralleling that faced by students in the classroom. Participants read educational texts (textbook chapters or a Scientific American article) under intentional learning instructions. Learning and memory were tested with educationally relevant summative assessments (multiple choice, short-answer questions, and text summaries). With only several exceptions, rereading did not significantly increase performance on the assessments. We also found that reading comprehension ability did not alter this pattern. It appears that when using ecologically valid materials such as a textbook chapter, immediate rereading may have little or no benefit for improving performance on educationally relevant summative assessments. 相似文献
5.
Jing-Wen Lin 《Journal of Science Education and Technology》2016,25(3):497-511
This study adopted a quasi-experimental design with follow-up interview to develop a computer-based two-tier assessment (CBA) regarding the science topic of electric circuits and to evaluate the diagnostic power of the assessment. Three assessment formats (i.e., paper-and-pencil, static computer-based, and dynamic computer-based tests) using two-tier items were conducted on Grade 4 (n = 90) and Grade 5 (n = 86) students, respectively. One-way ANCOVA was conducted to investigate whether the different assessment formats affected these students’ posttest scores on both the phenomenon and reason tiers, and confidence rating for an answer was assessed to diagnose the nature of students’ responses (i.e., scientific answer, guessing, alternative conceptions, or knowledge deficiency). Follow-up interview was adopted to explore whether and how the various CBA representations influenced both graders’ responses. Results showed that the CBA, in particular the dynamic representation format, allowed students who lacked prior knowledge (Grade 4) to easily understand the question stems. The various CBA representations also potentially encouraged students who already had learning experience (Grade 5) to enhance the metacognitive judgment of their responses. Therefore, CBA could reduce students’ use of test-taking strategies and provide better diagnostic power for a two-tier instrument than the traditional paper-based version. 相似文献
6.
In three experiments, we compared the effectiveness of rainbow writing and retrieval practice, two common methods of spelling instruction. In experiment 1 (n?=?14), second graders completed 2 days of spelling practice, followed by spelling tests 1 day and 5 weeks later. A repeated measures analysis of variance demonstrated that spelling accuracy for words trained with retrieval practice was higher than for words trained with rainbow writing on both tests (η p 2 ?=?.49). In experiments 2 (second graders, n?=?16) and 3 (first graders, n?=?12), students completed 2 days of spelling practice followed by a spelling test 1 day later. Results replicated experiment 1; spelling accuracy was higher for words trained with retrieval practice compared with rainbow writing (η p 2 ?=?.42 and .64, respectively). Furthermore, students endorsed both liking and learning from retrieval practice at least as much as (and sometimes more than) rainbow writing. Results demonstrate that retrieval practice is a more useful (and as engaging) training method than is rainbow writing and extend the well-established testing effect to beginning spellers. 相似文献
7.
Agarwal Pooja K. Nunes Ludmila D. Blunt Janell R. 《Educational Psychology Review》2021,33(4):1409-1453
Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n?=?5374, the majority of which (57%) revealed medium or large benefits from retrieval practice. We found that retrieval practice improved learning for a variety of education levels, content areas, experimental designs, final test delays, retrieval and final test formats, and timing of retrieval practice and feedback; however, only 6% of experiments were conducted in non-WEIRD countries. Based on our review of the literature, we make eight recommendations for future research and provide educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.
相似文献8.
Presently, the most common approach to examining the testing effect is using a free recall form of retrieval practice. In this experiment, we compared free recall to other retrieval-based study strategies including practice quizzing, test-generation, and keyword. We also examined the possible benefit of coupling these retrieval-based strategies with free recall. A total of 338 undergraduates were randomly assigned to one of the nine conditions: a repeated retrieval (study-test) learning condition paired with one of the four retrieval-based strategies, a single retrieval (study-study) learning condition paired with a retrieval-based strategy, or a rehearsal (study-study-study) condition. Following a 7-day delay, students completed a test assessing retention of information learned. There was a significant interaction between learning condition (repeated vs. single retrieval practice) and type of retrieval-based strategy. Free recall and practice quizzing were the most effective types of retrieval practice, and coupling testgeneration and practice quizzing with free recall led to significant benefits in performance. 相似文献
9.
冯悦 《广东技术师范学院学报》2007,(6):89-93
本文研究的是不同的测试方法-单项选择和信息转移-是否会在阅读理解考试中产生测试方法效应的问题.除对学生的考试成绩(分数)进行分析外,本研究还进一步对试题的难度值进行了分析,而本研究中试题难度是通过项目反应理论(Item Response Theory)计算得到的.结果显示不同测试方法的确会影响题目难度及考生的考试表现,就试题难度而言信息转移比单项选择更难. 相似文献
10.
We doubt the prevailing interpretation of lower Judgments of Learning (JOLs) for testing over rereading to reflect learners' favoritism of an ineffective activity. We argue that JOLs for testing are biased due to a negative feedback effect. In three preregistered experiments (Nfinal = 306), we eliminated the feedback effect by asking students to only imagine learning with the described activities (rereading/testing) after reading a text and by capturing offline-JOLs (off-JOLs = being decoupled from the current learning experience) as a function of an imaginary final test delay (5 min/1 week/2 weeks). In 5-min conditions, off-JOLs consistently reflected no differences between rereading and testing; in 1-week and 2-week conditions, two (of three) experiments demonstrated an advantage of testing over rereading. These results are consistent with actual learning outcomes in an experiment using the same text and activities (Rummer et al., 2017, Exp. 1). Learners’ metacognitive judgments resembled actual learning outcomes more accurately than suggested by previous research. 相似文献
11.
Sarah M. Bonner 《Journal of Experimental Education》2013,81(3):409-428
Although test scores from similar tests in multiple choice and constructed response formats are highly correlated, equivalence in rankings may mask differences in substantive strategy use. The author used an experimental design and participant think-alouds to explore cognitive processes in mathematical problem solving among undergraduate examinees (N = 64). The study examined the effect of format on mathematics performance and strategy use for male and female examinees given stem-equivalent items. A statistically significant main effect of format on performance was found, with constructed-response items more difficult. The multiple-choice format was associated with more varied strategies, backward strategies, and guessing. Format was found to moderate the effect of problem conceptualization on performance. Results suggest that while for purposes of ranking students on performance, the multiple-choice format may be adequate, for many contemporary educational purposes that seek to provide nuanced information about student cognition, the constructed response format should be preferred. 相似文献
12.
Many innovative item formats have been proposed over the past decade, but little empirical research has been conducted on their measurement properties. This study examines the reliability, efficiency, and construct validity of two innovative item formats—the figural response (FR) and constructed response (CR) formats used in a K–12 computerized science test. The item response theory (IRT) information function and confirmatory factor analysis (CFA) were employed to address the research questions. It was found that the FR items were similar to the multiple-choice (MC) items in providing information and efficiency, whereas the CR items provided noticeably more information than the MC items but tended to provide less information per minute. The CFA suggested that the innovative formats and the MC format measure similar constructs. Innovations in computerized item formats are reviewed, and the merits as well as challenges of implementing the innovative formats are discussed. 相似文献
13.
提取练习效应具体指学习某一内容后,进行测试比再次学习的记忆保持效果更好,即使测试后没有反馈也依然存在。研究发现对词语、篇章及技能等类型的学习都存在提取练习效应。但近年来一些研究发现复杂材料不存在提取练习效应。本文综述了有关复杂材料不存在提取练习效应的实验,并讨论了复杂材料没有出现提取练习效应的内部原因。 相似文献
14.
This study assesses some effects of the Computer-Assisted Self-Evaluation (CASE) system of frequent multiple-choice testing with immediate computer feedback; it is part of a larger project aiming to combine the principal strengths of individualized instruction with lecture teaching (Fisher, 1979). Learning and retention are examined in two equivalent groups of undergraduates enrolled in an upper division science course. One group (N =34) received 24 CASE quizzes with immediate feedback and the other (N=30) received two CASE-generated midterms with delayed feedback. Quiz students significantly outperformed Midterm students on the posttest; the Quiz section scored nine percentage points higher on rote items and fourteen points higher on meaningful items. Quiz students also had more positive attitudes toward and were more involved in the course. On a retention test given two years later, the Quiz Group scored eight percentage points higher than the Midterm Group on meaningful items. This study suggests that, contrary to popular opinion, multiple-choice questions promote meaningful learning at least as well as, and possibly better than, rote learning. The CASE system appears to be about as effective as other forms of frequent testing and immediate feedback in enhancing learning, and it provides a simple, cost-effective means of individualized testing in large lecture classes. 相似文献
15.
Jan Douglas-Morris Helen Ritchie Catherine Willis Darren Reed 《Anatomical sciences education》2021,14(3):287-295
Multiple-choice (MC) anatomy “spot-tests” (identification-based assessments on tagged cadaveric specimens) offer a practical alternative to traditional free-response (FR) spot-tests. Conversion of the two spot-tests in an upper limb musculoskeletal anatomy unit of study from FR to a novel MC format, where one of five tagged structures on a specimen was the answer to each question, provided a unique opportunity to assess the comparative validity and reliability of FR- and MC-formatted spot-tests and the impact on student performance following the change of test format to MC. Three successive year cohorts of health science students (n = 1,442) were each assessed by spot-tests formatted as FR (first cohort) or MC (following two cohorts). Comparative question difficulty was assessed independently by three examiners. There were more higher-order cognitive skill questions and more of the course objectives tested in the MC-formatted tests. Spot-test reliability was maintained with Cronbach’s alpha reliability coefficients ≥ 0.80 and 80% of the MC items of high quality (having point-biserial correlation coefficients > 0.25). These results also demonstrated guessing was not an issue. The mean final score for the MC-formatted cohorts increased by 4.9%, but did not change for the final theory examination that was common to all three cohorts. Subgroup analysis revealed that the greatest change in spot-test marks was for the lower-performing students. In conclusion, our results indicate spot-tests formatted as MC are suitable alternatives to FR tests. The increase in mean scores for the MC-formatted spot-tests was attributed to the lower demand of the MC format. 相似文献
16.
Item response theory scalings were conducted for six tests with mixed item formats. These tests differed in their proportions of constructed response (c.r.) and multiple choice (m.c.) items and in overall difficulty. The scalings included those based on scores for the c.r. items that had maintained the number of levels as the item rubrics, either produced from single ratings or multiple ratings that were averaged and rounded to the nearest integer, as well as scalings for a single form of c.r. items obtained by summing multiple ratings. A one-parameter (IPPC) or two-parameter (2PPC) partial credit model was used for the c.r. items and the one-parameter logistic (IPL) or three-parameter logistic (3PL) model for the m.c. items, ltem fit was substantially worse with the combination IPL/IPPC model than the 3PL/2PPC model due to the former's restrictive assumptions that there would be no guessing on the m.c. items and equal item discrimination across items and item types. The presence of varying item discriminations resulted in the IPL/IPPC model producing estimates of item information that could be spuriously inflated for c.r. items that had three or more score levels. Information for some items with summed ratings were usually overestimated by 300% or more for the IPL/IPPC model. These inflated information values resulted in under-estbnated standard errors of ability estimates. The constraints posed by the restricted model suggests limitations on the testing contexts in which the IPL/IPPC model can be accurately applied. 相似文献
17.
Sarah P. McGeown Rhona S. Johnston Jo Walker Kathryn Howatson Ann Stockburn Paul Dufton 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):389-402
Background: While there is a considerable body of research exploring the relationship between older primary school children’s reading attitudes, confidence and attainment, there is a noticeable lack of research with younger children. Furthermore, there is relatively little research exploring the extent to which children’s reading attitudes, confidence and attainment are related to their enjoyment of learning to read.Purpose: To understand the relationship between young children’s reading attitudes, reading confidence, enjoyment of learning to read and reading attainment.Sample: Two hundred and three children (103 boys) with an average age of 6 years and 9 months (.32 years standard deviation) participated in this study. Children were from 11 primary schools in England, located within a wide range of socio-economic neighbourhoods.Design and methods: All children completed questionnaires examining their attitudes to reading, reading confidence (using Progress in International Reading Literacy Study items) and enjoyment of learning to read. Children also completed an assessment of word reading. All assessments were administered individually.Results: Children’s attitudes to reading, reading confidence and enjoyment of learning to read correlated with their word reading skill; however, only reading attitudes and reading confidence predicted variance in reading success. With regard to gender differences, girls reported more positive reading attitudes than boys, even after controlling for differences in reading skill.Conclusions: Results highlight that the relationship between children’s reading skills and the affective aspects of learning to read develops from a young age. Therefore, methods of reading instruction need to foster affective aspects of reading, in addition to developing cognitive skills to best support young children’s reading development. 相似文献
18.
John M. Ivanoff Gerald D Monroe Sister M. Marita 《Journal of Experimental Education》2013,81(4):55-61
Undergraduates (N = 94) enrolled in an educational psychology course read an assigned article of about 3, 700 words. A 30-item multiple-choice test was then administered and followed by one of four treatments: 1.) no feedback, 2.) immediate feedback, 3.) one day or, 4.) seven days delayed feedback. A retention test, consisting of the original items and distractors randomly reordered, was administered seven days after the feedback. No overall differences in performance were observed. Likewise, there were no significant differences for the test items analyzed according to initial performance or according to item difficulty. Questionnaire data indicated that immediate feedback stimulated the most rereading. These results bring into question the importance of controlling feedback intervals carefully in applied instructional settings. 相似文献
19.
Pooja K. Agarwal Patrice M. Bain Roger W. Chamberlain 《Educational Psychology Review》2012,24(3):437-448
Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings improves long-term learning (Agarwal et al. 2009; McDaniel et al., Journal of Educational Psychology 103:399–414, 2011; McDaniel et al. 2012; Roediger et al., Journal of Experimental Psychology: Applied 17:382–395, 2011a). Retrieval practice, or the use of quizzes and exams to engage and enhance retrieval processes, has been widely established as an effective strategy for facilitating learning in laboratory settings (e.g., Roediger et al. 2011c). In this article, we review recent findings from applied research that demonstrate that retrieval practice enhances long-term classroom learning, delayed quizzes are particularly potent for retention, quizzes benefit students’ transfer to novel quiz items, and quizzes with feedback improve students’ learning and metacognitive awareness. In addition to generating evidence to support retrieval-based learning, these applied research studies also enhanced the professional development of the teachers, administrators, and scientists involved in the project. In this article, it is our hope that by sharing what we have learned from a variety of perspectives, applied scientific research in K-12 classrooms will continue to be explored and generated at local, state, and national levels, improving student learning and educational decision-making. 相似文献
20.
Grit, the tendency to work hard toward long-term goals, maintaining effort and interest over years despite failure and adversity, has predicted several achievement outcomes. However, minimal work has examined grit within a sport expertise development framework, and specifically its association with deliberate practice (DP) in sport. Participants, 250 athletes (109 female; Mage = 23.40, SD = 10.14), completed the 12-item Grit Scale, practice measures, and reported their skill level (local to international). Factor analyses confirmed a 10-item two-factor model for use in our sport sample: consistency of interests (CI; 6 items; α = .81) and perseverance of effort (PE; 4 items; α = .75). A full latent variable model controlling for age showed PE significantly predicted weekly amounts of DP and engagement in mandatory and optional practice contexts; CI was inversely associated with threats to athletes’ sport commitment. Among senior athletes, both Expert and Advanced skill groups had higher PE levels than a Basic/Intermediate group, ps < .05. The tendency to work hard toward long-term goals seemingly enables athletes to persist with practice activities that are pivotal to expert sport development. 相似文献