Retrieval practice with short-answer, multiple-choice, and hybrid tests

REFERENCES

• Anderson, R. C., & Biddle, W. B. (1975). On asking people questions about what they are reading. In G. Bower (Ed.), The psychology of learning and motivation: Advances in research and theory (Vol. 9, pp. 90–132). New York, NY: Academic Press.
   Google Scholar
• Benjamin, A. S., Bjork, R. A., & Schwartz, B. L. (1998). The mismeasure of memory: When retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General, 127, 55–68. 10.1037/0096-3445.127.1.55
   PubMed Web of Science ®Google Scholar
• Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: MIT Press.
   Google Scholar
• Bjork, R. A. (1999). Assessing our own competence: Heuristics and illusions. In D. Gopher & A. Koriat (Eds.), Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application (pp. 435–459). Cambridge, MA: MIT Press.
   Google Scholar
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals (Vol. 1). New York, NY: Longman.
   Google Scholar
• Butler, A. C., Flanagan, P., Roediger, H. L., & McDaniel, M. A. (2007). The benefit of generative study activities depends on the nature of the criterial test. Poster presented at the Annual Meeting of the Psychonomic Society, Long Beach, CA.
   Google Scholar
• Butler, A. C., Huelser, B. J., Caruso, C. A., & Roediger, H. L. (2008). Examining Park's (2005) computer modified multiple-choice testing procedure. Poster presented at the annual meeting of the Association for Psychological Science, Chicago, IL.
   Google Scholar
• Butler, A. C., Marsh, E. J., Goode, M. K., & Roediger, H. L. (2006). When additional multiple-choice lures aid versus hinder later memory. Applied Cognitive Psychology, 20, 941–956. 10.1002/acp.1239
   Web of Science ®Google Scholar
• Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514–527. 10.1080/09541440701326097
   Web of Science ®Google Scholar
• Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review of quantitative synthesis. Psychonomic Bulletin, 132, 354–380. 10.1037/0033-2909.132.3.354
   PubMed Web of Science ®Google Scholar
• Clariana, R. B. (2003). The effectiveness of constructed-response and multiple-choice study tasks in computer aided learning. Journal of Educational Computing Research, 28, 395–406. 10.2190/P88T-Q620-BLY5-HGD7
   Google Scholar
• Clariana, R. B., & Lee, D. (2001). The effects of recognition and recall study tasks with feedback in a computer-based vocabulary lesson. Educational Technology Research & Development, 49, 23–36. 10.1007/BF02504913
   Web of Science ®Google Scholar
• Cummings, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. New York, NY: Routledge Taylor & Francis Group.
   Google Scholar
• Duchastel, P. C. (1981). Retention of prose following testing with different types of tests. Contemporary Educational Psychology, 6, 217–226. 10.1016/0361-476X(81)90002-3
   Web of Science ®Google Scholar
• Duchastel, P. C., & Nungester, R. J. (1982). Testing effects measured with alternate test forms. Journal of Educational Research, 75, 309–313.
   Web of Science ®Google Scholar
• Frase, L. T. (1968). Effect of question location, pacing, and mode upon retention of prose material. Journal of Educational Psychology, 59, 244–249. 10.1037/h0025947
   PubMed Web of Science ®Google Scholar
• Gay, L. R. (1980). The comparative effects of multiple-choice versus short-answer tests on retention. Journal of Educational Measurement, 17, 45–50. 10.1111/j.1745-3984.1980.tb00813.x
   Web of Science ®Google Scholar
• Gardiner, J. M., Craik, F. I. M., Bleasdale, F. A. (1973). Retrieval difficulty and subsequent recall. Memory & Cognition, 1, 213–216. 10.3758/BF03198098
   PubMed Web of Science ®Google Scholar
• Hamaker, C. (1986). The effects of adjunct questions on prose learning. Review of Educational Research, 56, 212–242. 10.3102/00346543056002212
   Web of Science ®Google Scholar
• Haynie, W. J. (1994). Effects of multiple-choice and short-answer tests on delayed retention learning. Journal of Technology Education, 6, 32–44.
   Google Scholar
• Jacoby, L. L. (1978). On interpreting the effects of repetition: Solving a problem versus remembering a solution. Journal of Verbal Learning and Verbal Behavior, 17, 649–667. 10.1016/S0022-5371(78)90393-6
   Google Scholar
• Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effects of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528–558. 10.1080/09541440601056620
   Web of Science ®Google Scholar
• Karpicke, J. D., & Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1250–1257. 10.1037/a0023436
   PubMed Web of Science ®Google Scholar
• Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772–775. 10.1126/science.1199327
   PubMed Web of Science ®Google Scholar
• Karpicke, J. D., & Roediger, H. L. (2007a). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory and Cognition, 33, 704–719. 10.1037/0278-7393.33.4.704
   PubMed Web of Science ®Google Scholar
• Karpicke, J. D., & Roediger, H. L. (2007b). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151–162. 10.1016/j.jml.2006.09.004
   Web of Science ®Google Scholar
• Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966–968. 10.1126/science.1152408
   PubMed Web of Science ®Google Scholar
• Little, J. L., Bjork, E. L., Bjork, R. A., & Angello, G. (2012). Multiple-choice tests exonerated, at least of some charges: Fostering test-induced learning and avoiding test-induced forgetting. Psychological Science, 23, 1337–1344. 10.1177/0956797612443370
   PubMed Web of Science ®Google Scholar
• Marsh, E. J., Agarwal, P. K., & Roediger, H. L. (2009). Memorial consequences of answering SAT II questions. Journal of Experimental Psychology: Applied, 15, 1–11. 10.1037/a0014721
   PubMed Web of Science ®Google Scholar
• Marsh, E. J., Roediger, H. L., Bjork, R. A., & Bjork, E. L. (2007). The memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 14, 194–199. 10.3758/BF03194051
   PubMed Web of Science ®Google Scholar
• Mayer, R. E., Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., … Zhang, H. (2009). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology, 34, 51–57. 10.1016/j.cedpsych.2008.04.002
   Web of Science ®Google Scholar
• McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103, 399–414. 10.1037/a0021782
   Web of Science ®Google Scholar
• McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494–513. 10.1080/09541440701326154
   Web of Science ®Google Scholar
• McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalising test-enhancing learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200–206. 10.3758/BF03194052
   PubMed Web of Science ®Google Scholar
• Morris, D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519–533. 10.1016/S0022-5371(77)80016-9
   Google Scholar
• Park, J. (2005). Learning in a new computerised testing system. Journal of Educational Psychology, 97, 436–443. 10.1037/0022-0663.97.3.436
   Web of Science ®Google Scholar
• Park, J, & Choi, B. C. (2008). Higher retention after a new take-home computerised test. British Journal of Educational Technology, 39, 538–547. 10.1111/j.1467-8535.2007.00752.x
   Web of Science ®Google Scholar
• Pyc, M. A., & Rawson, K. A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60, 437–447. 10.1016/j.jml.2009.01.004
   Web of Science ®Google Scholar
• Roediger, H. L., & Karpicke, J. D. (2006). Test enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255.
   PubMed Web of Science ®Google Scholar
• Roediger, H. L., & Marsh, E. J. (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory and Cognitive, 31, 1155–1159.
   PubMed Web of Science ®Google Scholar
• Rogers, B. (2001). TOEFL CBT Success. Princeton, NJ: Peterson's.
   Google Scholar
• Smith, M. A., Roediger, H. L., & Karpicke, J. D. (2013). Covert retrieval practice benefits retention as much as overt retrieval practice. Journal of Experimental Psychology: Learning, Memory, and Cognition. doi: 10.1037/a0033569
   Web of Science ®Google Scholar
• Williams, J. P. (1963). Comparison of several response modes in a review program. Journal of Educational Psychology, 54, 253–260.
   Web of Science ®Google Scholar
• Williams, J. P. (1965). Effectiveness of constructed-response and multiple-choice programing modes as a function of test mode. Journal of Educational Psychology, 56, 111–117.
   PubMed Web of Science ®Google Scholar