Effects of repeated testing on short- and long-term memory performance across different test formats
2014 (English)In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820Article in journal (Refereed) Published
This study examined whether practice testing with short-answer (SA) items benefits learning over time compared to practice testing with multiple-choice (MC) items, and rereading the material. More specifically, the aim was to test the hypotheses of retrieval effort and transfer appropriate processing by comparing retention tests with respect to practice testing format. To adequately compare SA and MC items, the MC items were corrected for random guessing. With a within-group design, 54 students (mean age = 16 years) first read a short text, and took four practice tests containing all three formats (SA, MC and statements to read) with feedback provided after each part. The results showed that both MC and SA formats improved short- and long-term memory compared to rereading. More importantly, practice testing with SA items is more beneficial for learning and long-term retention, providing support for retrieval effort hypothesis. Using corrections for guessing and educational implications are discussed.
Place, publisher, year, edition, pages
memory, learning, testing effect, item format
Psychology (excluding Applied Psychology)
IdentifiersURN: urn:nbn:se:umu:diva-93317DOI: 10.1080/01443410.2014.953037OAI: oai:DiVA.org:umu-93317DiVA: diva2:747427
Published online: 02 Sep 20142014-09-162014-09-162015-05-14Bibliographically approved