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ABSTRACT
Students often struggle to recall information on tests, frequently claiming to experience a “retrieval failure” of learned information. Thus, the retrieval of information from memory may be a roadblock to student success. I propose a relatively simple adjustment to the wording of test items to help eliminate this potential barrier. Specifically, I examined whether embedding salient information from class lectures in test items as retrieval cues enhanced student performance on tests. In two studies, including both an upper- and lower-division course, student performance on identical test items with and without retrievals was compared. Student performance varied significantly depending on whether retrieval cues were embedded in the items, and in both courses the difference was at least a half letter grade (study 2) or more (study 1). These results suggest that the selective use of retrieval cues on tests may be an effective strategy for helping students overcome retrieval failure on tests.
Notes
* Effect size calculated using Lenhard and Lenhard's dependent samples effect size calculator (Lenhard and Lenhard Citation2014). This calculation includes the correlation between the means and is based on the average SD from the two means, correcting for dependence between means.
* Effect size calculated using Lenhard and Lenhard's dependent samples effect size calculator (Lenhard and Lenhard Citation2014). This calculation includes the correlation between the means and is based on the average SD from the two means, correcting for dependence between means.
Additional information
Notes on contributors
Kristel M. Gallagher
Kristel M. Gallagher is from the Department of Psychology at Thiel College. While some parts of this manuscript were originally published in short essay form in Essays from E-xcellence in Teaching (Volume 13), considerable additional data are presented herein.