Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses¶

Claim · All claims
Evidence · 1 study (4 entries) · review r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The chapter reports, citing McDaniel et al. (2011), that clicker quizzes in eighth grade science produced positive effects on all exams, even at the end of the school year. → Karpicke 2017 q2 i? The chapter reports, citing Lyle and Crawford (2011), that daily end-of-lecture quizzes in a college statistics class improved classroom exam performance. → Karpicke 2017 (2) q2 i? The chapter reports, citing Batsell et al. (2016), that daily-quizzed students outperformed a non-quizzed section on identical, similar, and completely new exam questions. → Karpicke 2017 (3) q2 i? The chapter reports, citing Lindsey et al. (2014), that a personalized spaced review system enhanced end-of-semester exam performance in a middle school foreign language course. → Karpicke 2017 (4)

Evidence¶

Karpicke 2017¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports McDaniel et al. (2011), comparing quizzed and non-quizzed items within units in eighth grade science: "there were positive effects of initial quizzing" on all exams.

"On all exams deven at the end of the school year dthere were positive effects of initial quizzing, demonstrating long- lasting bene fits of classroom clicker systems."

Karpicke 2017 (2)¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports a paper-and-pencil example: Lyle and Crawford (2011) "found that daily quizzes at the end of each lecture in a college statistics class improved" exam performance.

"For example, Lyle and Crawford (2011) found that daily quizzes at the end of each lecture in a college statistics class improved students ’performance on classroom exams."

Karpicke 2017 (3)¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports Batsell et al. (2016), comparing two simultaneously taught introductory psychology sections: "Students who took daily quizzes performed better on classroom exams", including completely new questions.

"Students who took daily quizzes performed better on classroom exams that included questions that were identical to the quizzed questions, similar to quizzed questions (i.e., questions that covered topics assessed on the quiz), and completely new questions that were not directly related to topics covered on quizzes."

Karpicke 2017 (4)¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports Lindsey et al. (2014), whose personalized review system implemented spaced retrieval practice: "Lindsey et al.’s quizzing system enhanced student performance on end-of-semester exam".

"Lindsey et al.’s quizzing system enhanced student performance on end-of-semester exam in a middle school foreign language course."

Studies bearing on this claim¶

How much comes from answering the question at all, before any discussion? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 5 distinct studies (2 review, 1 associational, 1 quant-synthesis, 1 causal), q2–q4, 2 of 5 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Classroom testing (quizzing) significantly boosts student academic achievement to a medium extent (g = 0.499). — the general claim this finding bears on, with the studies behind it

• Retrieval practice improves long-term retention — the general claim this finding bears on, with the studies behind it

• Most middle and high school students surveyed after classroom retrieval practice programs viewed them positively and said frequent retrieval practice helped them feel less nervous about exams — related
• Peer Discussion Improves Conceptual Understanding — related
• Active learning conditions more often include quizzes, homework, and learning/exam preparation than lecture conditions — related
• Retrieval practice benefits have been observed in children, healthy older adults, and memory-impaired patient groups, not only college students — related
• Benefits of retrieval practice have persisted for 6 months in medical students and 9 months in middle-school students — related
• Students rate clicker questions and lecture as more helpful than the textbook — related
• HOCS clicker questions during learning improve performance on LOCS exam questions more than LOCS clicker questions do — a narrower finding that bears on this claim
• After the TBL module, students were better prepared to design and implement independent final research projects — related
• Quiz-level first-attempt performance analysis across cohorts identifies persistently challenging topics in online biomedical science courses — related
• Classroom pretesting improves high-stakes exam performance on pretested content by 8–9% over a multi-week course — related
• Test-enhanced learning generalizes across education levels, from elementary school (g = 0.328) through university/college (g = 0.486). — related
• A significant but negligible benefit of peer assessment (d = .122) persisted to the final exam in one college statistics course — related
• Participating in peer assessment causes a small but significant improvement in short-term achievement on unit quizzes in a college statistics course — related
• More frequent exams are associated with better learning outcomes, including better grades and lower dropout, in classroom comparisons — related
• Clicker participation and homework completion each significantly predict performance on isomorphic exam questions, with no synergistic interaction — related
• Any clicker participation outperforms absence on exam questions, but the lowest quartile sees no significant benefit — related
• Weekly spaced recall quizzes on fundamental concepts significantly improve 6-month retention of those concepts in a precalculus course — related
• Completing the follow-up homework assignment modestly boosted exam question performance — a narrower finding that bears on this claim
• Students created and took peer assessments in Forms, learning through writing quiz questions and answer options — related
• The testing effect from frequent retrieval is revealed only on later comprehensive tests, not in performance in other courses — related
• In the author's cited longitudinal classroom experiments, lessons with retrieval practice raised course grades from a C to an A level, and three spaced retrieval opportunities were optimal even nine months later — related