Testing the testing effect in the classroom

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Abstract
Laboratory studies show that taking a test on studied material promotes subsequent learning and retention of that material on a final test (termed the testing effect). Educational research has virtually ignored testing as a technique to improve classroom learning. We investigated the testing effect in a college course. Students took weekly quizzes followed by multiple choice criterial tests (unit tests and a cumulative final). Weekly quizzes included multiple choice or short answer questions, after which feedback was provided. As an exposure control, in some weeks students were presented target material for additional reading. Quizzing, but not additional reading, improved performance on the criterial tests relative to material not targeted by quizzes. Further, short answer quizzes produced more robust benefits than multiple choice quizzes. This pattern converges with laboratory findings showing that recall tests are more beneficial than recognition tests for subsequent memory performance. We conclude that in the classroom testing can be used to promote learning, not just to evaluate learning.

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