Journal article
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing
Review of educational research, Vol.87(3), pp.659-701
06/2017
Handle:
https://hdl.handle.net/2376/120939
Abstract
The testing effect is a well-known concept referring to gains in learning and retention that can occur when students take a practice test on studied material before taking a final test on the same material. Research demonstrates that students who take practice tests often outperform students in nontesting learning conditions such as restudying, practice, filler activities, or no presentation of the material. However, evidence-based meta-analysis is needed to develop a comprehensive understanding of the conditions under which practice tests enhance or inhibit learning. This meta-analysis fills this gap by examining the effects of practice tests versus nontesting learning conditions. Results reveal that practice tests are more beneficial for learning than restudying and all other comparison conditions. Mean effect sizes were moderated by the features of practice tests, participant and study characteristics, outcome constructs, and methodological features of the studies. Findings may guide the use of practice tests to advance student learning, and inform students, teachers, researchers, and policymakers. This article concludes with the theoretical and practical implications of the meta-analysis.
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Details
- Title
- Rethinking the Use of Tests: A Meta-Analysis of Practice Testing
- Creators
- Olusola O Adesope - Washington State UniversityDominic A Trevisan - Simon Fraser University, CanadaNarayankripa Sundararajan - Washington State University
- Publication Details
- Review of educational research, Vol.87(3), pp.659-701
- Academic Unit
- Education, College of
- Publisher
- SAGE Publications
- Grant note
- Washington State University’s College of Education Faculty Funding Award
- Identifiers
- 99900601154801842
- Language
- English
- Resource Type
- Journal article