Group testing shows advantages in some studies but mixed results overall for long-term retention and transfer¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In one classroom study, the group quiz condition outperformed the individual quiz condition on a surprise test. → Dillon H. Murphy 2023 q2 i? Other studies show group testing is not superior to individual testing for long-term retention and transfer. → Dillon H. Murphy 2023 (2)

Evidence¶

Dillon H. Murphy 2023¶

Dillon H. Murphy, Jeri L. Little, Elizabeth L. Bjork. (2023). The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09808-3

q2 · i? · theoretical · r3

The commentary reports, citing Cranney et al. (2009), a study comparing a group quiz, an individual quiz, a restudy condition, and a no-activity control on a surprise test after a psychobiology video; "the group quiz condition outperformed the individual quiz condition." No effect size is printed.

"the group quiz condition outperformed the individual quiz condition"

Dillon H. Murphy 2023 (2)¶

Dillon H. Murphy, Jeri L. Little, Elizabeth L. Bjork. (2023). The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09808-3

q2 · i? · theoretical · r3

The commentary states that "research on group testing versus individual testing has yielded mixed results," citing several studies (e.g., LoGiudice et al., 2015; Wissman & Rawson, 2018) in which group testing was not superior for long-term retention and transfer.

"research on group testing versus individual testing has yielded mixed results, with some studies showing that group testing is not superior to individual testing for long-term retention and transfer"

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Classroom testing (quizzing) significantly boosts student academic achievement to a medium extent (g = 0.499). — a broader claim this one bears on
• Retrieval practice and spaced retrieval improve achievement and retention by medium amounts, while interleaving helps category learning only for some materials and blocking beats it for words — a broader claim this one bears on
• The classroom testing effect transfers to mismatched test formats, but consistent quiz–exam formats yield a significantly larger effect (g = 0.531 vs. g = 0.399). — related