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Implementing test enhanced learning: Swedish teacher students’ perception of quizzing
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-9195-4816
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of Psychology.
2016 (English)In: International Journal of Higher Education, ISSN 1927-6044, E-ISSN 1927-6052, Vol. 5, no 4, 1-12 p.Article in journal (Refereed) Published
Abstract [en]

Given previous findings on test enhanced learning, the present study examined the implementation of this practice in terms of quizzing, during the progress of a course. After completing the university course, 88 Swedish teacher students were asked to answer an adapted Retrieval Practice and Test Anxiety Survey. The results showed that students perceived quizzing to improve learning, and reduce test anxiety. Nonetheless, based on students’ misconceptions regarding why quizzing actually enhances learning, it is suggested that implications of test enhanced learning was not fully conveyed. It is for educational purpose imperative to not forget this application.

Place, publisher, year, edition, pages
2016. Vol. 5, no 4, 1-12 p.
Keyword [en]
The testing effect, Test anxiety, Teacher education, Quizzing
National Category
Pedagogical Work
Research subject
URN: urn:nbn:se:umu:diva-125366DOI: 10.5430/ijhe.v5n4p1OAI: diva2:967580
Available from: 2016-09-09 Created: 2016-09-09 Last updated: 2016-09-12Bibliographically approved

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Nyroos, MikaelaWiklund-Hörnqvist, Carola
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