The classroom testing effect increases with the number of test repetitions on the same content.¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? The more occasions on which class content is quizzed, the larger the learning gains. → Yang 2020

Evidence¶

Yang 2020¶

Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-Analytic Review. Psychological Bulletin. https://doi.org/10.1037/bul0000309

q4 · i? · quant-synthesis · r3

Meta-analytic moderator analysis of repeated testing on the same material; the review reports "a positive relationship between the number of test repetitions and the classroom testing effect", contradicting Adesope et al.'s (2017) finding of a larger benefit for a single test.

"There is a positive relationship between the number of test repetitions and the classroom testing effect, indicating that the more occasions on which class content is quizzed, the larger the learning gains."

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

• Spaced Retrieval Improves Retention — the general claim this finding bears on, with the studies behind it

• Both preclass (g = 0.186) and postclass (g = 0.536) quizzes enhance learning, with postclass quizzes more effective; benefits increase with treatment duration. — related
• Offering corrective feedback after class quizzes significantly increases learning gains over withholding feedback (g = 0.537 vs. g = 0.374). — related
• 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
• Quizzing outperforms no/filler activity, fewer-question testing and restudying, with a larger advantage over no/filler activity (low reexposure) than over restudying (high reexposure); against other elaborative strategies its advantage is small and not significant. — related