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Examining the testing effect with open- and closed-book tests (2008)
| Venue: | Applied Cognitive Psychology |
| Citations: | 22 - 12 self |
BibTeX
@ARTICLE{Agarwal08examiningthe,
author = {Pooja K. Agarwal and Jeffrey D. Karpicke and Sean H. K. Kang and Henry L. Roediger Iii and Kathleen B. Mcdermott},
title = {Examining the testing effect with open- and closed-book tests},
journal = {Applied Cognitive Psychology},
year = {2008},
pages = {861--876}
}
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Abstract
Two experiments examined the testing effect with open-book tests, in which students view notes and textbooks while taking the test, and closed-book tests, in which students take the test without viewing notes or textbooks. Subjects studied prose passages and then restudied or took an open- or closed-book test. Taking either kind of test, with feedback, enhanced long-term retention relative to conditions in which subjects restudied material or took a test without feedback. Open-book testing led to better initial performance than closed-book testing, but this benefit did not persist and both types of testing produced equivalent retention on a delayed test. Subjects predicted they would recall more after repeated studying, even though testing enhanced long-term retention more than rest-udying. These experiments demonstrate that the testing effect occurs with both open- and closed-book tests, and that subjects fail to predict the effectiveness of testing relative to studying in enhancing later recall. Copyright # 2007 John Wiley & Sons, Ltd. A growing body of research has shown that taking a test can do more than simply assess learning: Tests can also enhance learning and improve long-term retention, a phenomenon known as the testing effect (see Carpenter, Pashler, & Vul, 2006; Karpicke & Roediger, 2007b; McDaniel, Roediger, & McDermott, 2007; Roediger & Karpicke, 2006b). When
