Trumbo Michael C, Leiting Kari A, McDaniel Mark A, Hodge Gordon K
Department of Psychology, The University of New Mexico.
Department of Psychological and Brain Sciences, Washington University.
J Exp Psychol Appl. 2016 Jun;22(2):148-60. doi: 10.1037/xap0000082. Epub 2016 Apr 14.
A robust finding within laboratory research is that structuring information as a test confers benefit on long-term retention-referred to as the testing effect. Although well characterized in laboratory environments, the testing effect has been explored infrequently within ecologically valid contexts. We conducted a series of 3 experiments within a very large introductory college-level course. Experiment 1 examined the impact of required versus optional frequent low-stakes testing (quizzes) on student grades, revealing students were much more likely to take advantage of quizzing if it was a required course component. Experiment 2 implemented a method of evaluating pedagogical intervention within a single course (thereby controlling for instructor bias and student self-selection), which revealed a testing effect. Experiment 3 ruled out additional exposure to information as an explanation for the findings of Experiment 2 and suggested that students at the college level, enrolled in very large sections, accept frequent quizzing well. (PsycINFO Database Record
实验室研究中的一个确凿发现是，将信息组织成测试形式对长期记忆有好处，这被称为测试效应。尽管在实验室环境中已有充分描述，但在生态有效情境下对测试效应的探索却很少。我们在一门非常大型的大学入门课程中进行了一系列3个实验。实验1考察了必修与选修的频繁低风险测试（小测验）对学生成绩的影响，结果显示，如果小测验是课程的必修组成部分，学生利用小测验的可能性要大得多。实验2在一门课程中实施了一种评估教学干预的方法（从而控制教师偏见和学生自我选择），结果显示了测试效应。实验3排除了额外接触信息作为对实验2结果的解释，并表明在大型课程中注册的大学水平学生能够很好地接受频繁的小测验。（PsycINFO数据库记录）
