Testing Effects Measured with Alternate Test Forms

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Abstract
High school students studied a brief history text, then took either a short-answer test or a multiple-choice test on the material, or they completed a study habits questionnaire serving as a filler task. Two weeks later, all students completed a retention test composed equally of short-answer and multiple-choice questions. Initial testing greatly enhanced later retention of the material. Retention was greatest on those items cast in the same test format as seen previously (a test practice effect). However, initial testing also enhanced retention on those items cast in the alternate format (a consolidation effect). This latter factor was interpreted as playing a more substantial role than practice in enhancing retention through testing.

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