Immediate feedback reduces multiple-choice lure production on later tests, and the overall positive effect of testing outweighs negative consequences¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Giving immediate feedback reduces multiple-choice lure production on a later test. → Marsh 2007 q2 i? The overall positive effect of testing outweighs any negative consequences. → Marsh 2007 (2)

Evidence¶

Marsh 2007¶

Marsh, E. J., Roediger, H. L., III, Bjork, R. A., & Bjork, E. L. (2007). The memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 14(2), 194-199. https://doi.org/10.3758/bf03194051

q2 · i? · review · r2

Citing a conference presentation (Butler & Roediger, 2006), the review reports that immediate feedback reduces multiple-choice lure production on later tests; no effect size or test statistic is printed.

"First, give immediate feedback. This reduces multiple-choice lure production on a later test (Butler & Roediger, 2006)."

Marsh 2007 (2)¶

Marsh, E. J., Roediger, H. L., III, Bjork, R. A., & Bjork, E. L. (2007). The memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 14(2), 194-199. https://doi.org/10.3758/bf03194051

q2 · i? · review · r2

The review's overall assessment, referencing Figures 1 and 2, is that positive testing effects across prose, SAT II, and Bloom-level materials outweigh the negative effects of lure intrusions; no standardized effect size is printed.

"Before we create a false alarm, we need to emphasize again that the overall positive effect of testing (see Figure 1) outweighs any negative consequences (see Figure 2)."

Discussion¶

Related Claims¶

• Feedback on a multiple-choice test sharply reduces lure intrusions on a later cued recall test, with immediate and delayed schedules equally effective — related
• Taking initial multiple-choice tests without feedback can lead students to later produce the incorrect lure answers they selected, even when an overall retrieval practice benefit occurs — related
• Providing feedback after initial multiple-choice tests cut lure intrusions on final short-answer tests roughly in half, with immediate and delayed feedback equally effective — related
• Taking a multiple-choice test produces a testing effect on later cued recall, but testing without study or feedback can be net harmful — related
• Positive and negative testing effects occur for questions tapping higher levels of Bloom's taxonomy, and question level does not change the memorial consequences of testing — related
• Taking a multiple-choice test boosts performance on later tests compared with nontested control conditions, including with complex SAT II materials — related