Can tests improve learning in real university classrooms?

Lamotte, Mathilde; Izaute, Marie; Darnon, Céline

doi:10.1080/20445911.2021.1956939

Cited by 4 publications

(2 citation statements)

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“…A significant testing effect was demonstrated in both experimental and applied settings (Lamotte et al, 2021;Schwieren et al, 2017). It is evident in tasks ranging from relatively simple ones, like vocabulary memorization, to more complex tasks that involve applying theoretical knowledge to novel situations (Schwieren et al, 2017).…”

Section: Introductionmentioning

confidence: 91%

Differential Effects of Additional Formative Assessments on Student Learning Behaviors and Outcomes

Borter

2024

Studia paedagogica

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It is well-established that formative assessments with accompanying feedback can enhance learning. However, the degree to which additional formative assessments on the same material further improve learning outcomes remains an open research question. Moreover, it is unclear whether providing additional formative assessments impacts self-regulated learning behavior, and if the benefits of such assessments depend on students' self-regulated learning behavior. The current study, conducted in a real-world blended learning setting and using a Learning Analytics approach, compares 154 students who completed additional formative assessments with 154 students who did not. The results indicate that the additional formative assessments led to an improvement in learning outcomes, but also had both positive and negative effects on students' self-regulated learning behavior. Students who completed additional formative assessments performed better on the assessments but reported lower levels of subjective comprehension and devoted more time to completing exercises. Simultaneously, they devoted less effort to additional learning activities (additional investment), such as class preparation and post-processing. Furthermore, the impact of additional formative assessments on learning success depended on students' self-regulated learning behavior. It was primarily the students who invested above-average time during formative assessments (time investment) who benefited from the additional exercises. Cluster analysis revealed that high-effort students (those with above-average time investment and above-average additional investment) gained the most from the extra exercises. In contrast, low-effort students and those who achieved high performance with relatively low effort (efficient students) did not benefit from additional formative assessments. In conclusion, providing students with additional formative assessments can enhance learning, but it should be done with caution as it can alter self-regulated learning behavior in both positive and negative ways, and not all students may benefit from it equally.

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Section: Introductionmentioning

confidence: 91%

Differential Effects of Additional Formative Assessments on Student Learning Behaviors and Outcomes

Borter

2024

Studia paedagogica

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“…In retrieval-based learning, students engage in activities that require them to repeatedly recall previously studied information (e.g., answering a teacher's questions or self-created flashcards) once study materials are set aside. Importantly, it has been shown that retrieval practice may lead to better student performance (the so-called "testing effect") on subsequent learning tests than do other traditional learning activities such as rereading or concept mapping (Adesope et al, 2017, for a metaanalysis; Nunes and Karpicke, 2015, for a review), and that this benefit can be observed either in laboratory or natural school settings, including when genuine curriculum materials are used (Moreira et al, 2019;Lamotte et al, 2021, for reviews; see also Ortega-Tudela et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Retrieval-based concept mapping makes a difference as a retrieval practice activity: a study with high school students

Lechuga,

Ortega-Tudela,

Gómez-Ariza

2024

Front. Educ.

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IntroductionWhile specific sequences of retrieval-based activities have been shown to have a powerful effect on learning, no previous study has examined this issue in children or adolescents. Here, we aimed to determine whether the benefit of concept mapping as an initial retrieval activity observed previously with college students in a lab setting may also be found in younger and less experienced students in a more naturalistic school setting.MethodsAfter a short training in concept mapping, participants (N = 60) read an educational text and then engaged in a sequence of two learning activities that required them to retrieve relevant ideas from the text. One of the activities involved free recall by writing down as many ideas as possible and the other involved creating a concept map, both of them in the absence of educational texts. Critically, we manipulated the order in which the activities were performed.ResultsA mediation analysis with success during retrieval practice as the mediator revealed both a direct effect of retrieval sequence and an indirect effect. Creating a concept map first and then freely recalling by writing paragraphs significantly improved performance on a 2-week delayed learning test, as compared to performing the same activities in the inverse order, even when doing concept mapping first led to lower success rates during practice.DiscussionThese results support the idea that concept learning from instructional texts can be modulated by the sequence of retrieval activities performed and point to the educational value of retrieval-based concept mapping as a first learning activity within a series across different learners and educational settings.

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Transforming Tertiary Education: The Role of Learning Analytics in Improving Students’ Success - A Practical Approach

Raemy,

Troche,

Sipos

et al. 2024

Advances in Analytics for Learning and Teaching

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Can tests improve learning in real university classrooms?

Cited by 4 publications

References 103 publications

Differential Effects of Additional Formative Assessments on Student Learning Behaviors and Outcomes

Differential Effects of Additional Formative Assessments on Student Learning Behaviors and Outcomes

Retrieval-based concept mapping makes a difference as a retrieval practice activity: a study with high school students

Transforming Tertiary Education: The Role of Learning Analytics in Improving Students’ Success - A Practical Approach

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