In authentic undergraduate courses, taking more voluntary practice tests predicts higher final-exam performance, with and without corrective feedback¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? In Study 1 (no feedback), controlling for prior knowledge, more practice tests taken was significantly related to a higher exam score (β = .27). → Nick Naujoks 2022 q2 i? In Study 2 (with corrective feedback), the testing effect on exam performance replicated (β = .28). → Nick Naujoks 2022 (2)

Evidence¶

Nick Naujoks 2022¶

Nick Naujoks, Bettina Harder, Marion Händel. (2022). Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09295-x

q2 · i? · associational · r2

Hierarchical regression in Study 1 (N = 201 undergraduates, four voluntary online practice tests, no feedback) with pretest performance in step 1 and practice-test participation (0–4) in step 2; step 2 added ΔR² = .07*** with β = .27*** for exam performance.

"Results in Table 3 indicate that controlling for prior knowledge, the number of practice tests students participated in was significantly related to the exam score. The more often students tested their knowledge, the better their exam score was."

Nick Naujoks 2022 (2)¶

Nick Naujoks, Bettina Harder, Marion Händel. (2022). Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09295-x

q2 · i? · associational · r2

Hierarchical regression in Study 2 (n = 111, practice tests plus immediate individual corrective feedback) replicated the performance effect; Table 3 shows step 2 ΔR² = .08** with β = .28** for practice-test participation.

"As in Study 1, we found a testing effect on exam performance. The more testing situations students used, the better their exam score was."

Discussion¶

Related Claims¶

• More frequent practice-test participation predicts higher sensitivity (better detection of correct answers) in final-exam judgments, with and without feedback — related
• Training activity scores in cognitive, metacognitive, and behavioral/environmental regulation each significantly related to subsequent exam performance after controlling for prior knowledge — 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
• Initial short-answer tests outperform initial multiple-choice tests mainly when feedback follows them; without feedback, the higher initial success of multiple-choice tests can favor multiple-choice — related
• Retrieval practice improves long-term retention — a broader claim this one bears on
• More frequent practice-test participation predicts higher absolute accuracy of item-specific judgments in the final exam, regardless of feedback — related