Can Closed-Ended Practice Tests Promote Understanding from Text? [Konferenzbericht] Paper presented at the Annual Conference of the Cognitive Science Society (43rd, 2021).

Autor/inn/en	Hildenbrand, Lena; Wiley, Jennifer
Titel	Can Closed-Ended Practice Tests Promote Understanding from Text? [Konferenzbericht] Paper presented at the Annual Conference of the Cognitive Science Society (43rd, 2021).
Quelle	(2021), (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Format; Outcomes of Education; Cognitive Processes; Learning Activities; Recall (Psychology); Multiple Choice Tests; Cues; Language Processing; Testing; Educational Benefits; Test Items; Instructional Effectiveness; Undergraduate Students; Urban Universities; Introductory Courses; Prior Learning; Scores; Reading Tests; College Entrance Examinations; Comparative Analysis; Gates MacGinitie Reading Tests; ACT Assessment + Suchen Sie Ihr Suchwort? Testentwicklung; Lernleistung; Schulerfolg; Cognitive process; Kognitiver Prozess; Lernaktivität; Abberufung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Stichwort; Sprachverarbeitung; Testdurchführung; Testen; Bildungsertrag; Test content; Testaufgabe; Unterrichtserfolg; Einführungskurs; Vorkenntnisse; Lesetest; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Many studies have demonstrated that testing students on to-be-learned materials can be an effective learning activity. However, past studies have also shown that some practice test formats are more effective than others. Open-ended recall or short answer practice tests may be effective because the questions prompt deeper processing as students must generate an answer. With closed-ended testing formats such as multiple-choice or true-false tests, there are concerns that they may prompt only superficial processing, and that any benefits will not extend to non-practiced information or over time. They also may not be effective for improving comprehension from text as measured by how-and-why questions. The present study explored the utility of practice tests with closed-ended questions to improve learning from text. Results showed closed-ended practice testing can lead to benefits even when the learning outcome was comprehension of text. [This paper was published in: "Proceedings of the 43rd Annual Conference of the Cognitive Science Society," 2021, pp.327-333.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01