Exemplars of the gold standard in SoTL for psychology.

Wilson-Doenges, Georjeanna; Troisi, Jordan D.; Bartsch, Robert A.

doi:10.1037/stl0000050

Cited by 18 publications

(20 citation statements)

References 58 publications

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“…Scholarship on teaching and learning, an area that has mostly paralleled applications and translation of basic cognitive science into the classroom, has long pointed to the need for studies conducted in more than one setting (see also Agarwal, Finley, Rose, & Roediger, ). Gold standards of scholarship on teaching and learning include designs that extend beyond a single sample and are longitudinal in nature (Wilson‐Doenges, Troisi, & Bartsch, ). The current state of pedagogical research in college classrooms shows few exemplars of these standards.…”

Section: Introductionmentioning

confidence: 99%

Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice

Gurung

Burns

2019

Applied Cognitive Psychology

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Retrieval practice and spacing out studying help increase learning. Introductory Psychology students at nine colleges/universities took quizzes with more (RP+) or less (RP−) retrieval practice and more (SP+) or less (SP−) spacing between quizzes. We compared (N = 351) scores on class exams and on a standardized test. We also measured key student variables (e.g., depth of processing). GPA predicted a significant portion of variance in exam scores, R 2 = 0.05, F (1, 204) = 10.84, p = 0.001. We found a main effect for retrieval practice and a significant retrieval by spacing practice interaction, R 2 = 0.28, F (3, 201) = 27.38, p < 0.001. Students using SP+, as well as those with SP− and RP−, scored higher than students using SP− and RP+. In practice, closer attention needs to be paid to quiz and exam content overlap and the duration within which repetition is used.

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Section: Introductionmentioning

confidence: 99%

Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice

Gurung

Burns

2019

Applied Cognitive Psychology

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“…Our research focused on a single classroom at one university; it would be advisable to research these findings in different types of classes at multiple institutions (Wilson-Doenges, Troisi, & Bartsch, 2016). It could be that the level of a course plays a role in determining which type of quiz questions is most beneficial.…”

Section: Discussionmentioning

confidence: 99%

Test-Enhanced Learning

Collins

Rasco

Benassi

2018

Teaching of Psychology

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Test-enhanced learning is a technique instructors can use to increase recall on summative assessments (e.g., exams) via formative assessments (e.g., quizzes). The present research examined recommendations based on the transfer-appropriate processing and level-of-processing (LOP) perspectives to assess the question, does deeper processing on quizzes (i.e., using application questions compared to factual) benefit exam performance? Students were more likely to correctly answer application questions on the exam when quizzes required a deeper LOP, and students appeared to gain a relatively equivalent definitional understanding using either factual or application questions on quizzes. Consequently, the present research supports the use of quiz questions that require a deeper LOP, especially when students are expected to learn beyond rote memorization.

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“…Although randomized-controlled trials (RCTs) are considered a gold standard in basic, use-inspired basic, and SoTL research (Wilson-Doenges et al 2016 ), they tend to treat variables likely to influence the use and uptake of an intervention in the classroom, such as student’ backgrounds, class size, or selectivity of the institution as variables to be controlled. In other words, RCTs are considered “explanatory”—they show that an intervention can work under controlled conditions in a specialized population.…”

Section: Pragmatic-controlled Trialsmentioning

confidence: 99%

Adapting implementation science for higher education research: the systematic study of implementing evidence-based practices in college classrooms

2020

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Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to help address student outcomes such as retention rates, graduation rates, and learning. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational research and practice-based research alone have not closed the translation gap between the research laboratory and the college classroom. Fortunately, scientists and university faculty can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science.

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Exemplars of the gold standard in SoTL for psychology.

Cited by 18 publications

References 58 publications

Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice

Putting evidence‐based claims to the test: A multi‐site classroom study of retrieval practice and spaced practice

Test-Enhanced Learning

Adapting implementation science for higher education research: the systematic study of implementing evidence-based practices in college classrooms

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