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Title:Using low-stakes repeated testing can improve student learning: How (some) practice makes perfect
Author(s):Grison, Sarah; Luke, Steven G.; Shigeto, Aya; Watson, Patrick D.K.
Abstract:Two studies in Introductory Psychology classes explored whether repeated low-stakes testing can augment learning. In Experiment 1, answering more in-class questions with student response systems (SRSs) predicted better learning when students had not read the text. In Experiment 2, taking online practice quizzes predicted better learning, especially when questions on a concept were grouped. Repeated low-stakes testing can aid learning, but we must develop evidence-based pedagogical tools to maximize effects.
Issue Date:2011-11
Citation Info:Poster presented at the Psychonomic Society, Seattle, WA
Genre:Conference Poster
Publication Status:published or submitted for publication
Date Available in IDEALS:2011-12-30

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