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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, p. 1-12Article 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, p. 1-12
Keywords [en]
The testing effect, Test anxiety, Teacher education, Quizzing
National Category
Pedagogical Work
Research subject
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-125366DOI: 10.5430/ijhe.v5n4p1OAI: oai:DiVA.org:umu-125366DiVA, id: diva2:967580
Available from: 2016-09-09 Created: 2016-09-09 Last updated: 2018-06-07Bibliographically approved

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fulltext(243 kB)367 downloads
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Nyroos, MikaelaSchéle, IngridWiklund-Hörnqvist, Carola

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf