dB-SERC lunch discussion
Topic: Failure of the Testing Effect: Frequent Testing Not Associated with Higher Exam Scores in a Large, Lecture-Based Developmental Psychology Course
When: Monday, June 10 from 12 - 1 pm
Where: 321 Allen Hall

Frequent exposure to information in a test format leads to an improvement in subsequent performance, a phenomenon known as the testing effect (Roediger et al., 2011). In an attempt to leverage the testing effect, I implemented twice weekly, on-line, out-of-class quizzes in a large lecture-based course in Developmental Psychology. The goal of this research is to test whether these quizzes had a positive impact on subsequent exam scores.

Nearly all students completed the quizzes and nearly all had perfect scores (median = 96%; M = 100%), so individual differences in quiz scores were not informative. Instead, the degree of content overlap between quiz questions and exam items was used to measure of the impact of the quizzes on exam scores. The result was that there was no relationship between topical relatedness of questions and student scores (r = .05, n.s.).

In this talk, I will review these results, first presented last fall, and describe a number of changes I made in the spring semester as a result of what I learned.
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