文章基本信息

标题：Testing Effect
本地全文：下载
作者：Olesya Senkova ; Hajime Otani ; Reid L. Skeel 等
期刊名称：Journal of Effective Teaching in Higher Education
电子版ISSN：2578-7608
出版年度：2018
卷号：1
期号：1
DOI：10.36021/jethe.v1i1.15
语种：English
出版社：University of North Carolina Wilmington
摘要：Abstract. If assessment is the purpose of testing, open-book tests may defeat the purpose. However, a goal of education is to build knowledge, and based on the literature, open-book tests may not be inferior to closed-book tests in promoting long-term retention of information. Participants studied Swahili-English pairs and either re-studied or took an initial quiz, which was cued recall or recognition in an open-book or closed-book format. One week later, the final closed-book recognition test showed higher performance in the quizzed conditions than in the study-twice condition, replicating the testing effect. However, performance was similar across the quizzed conditions, indicating that testing promoted long-term retention regardless of test format (open-book versus closed-book) and test type (cued recall versus recognition). Open-book tests are not inferior to closed-book tests in building knowledge and can be particularly useful in online classes because preventing cheating is difficult when closed-book tests are administered online.