Applying Memory Science to the Classroom: Effects of Reading Questions and Answer Keys on Test Scores Presenters: Andrea Bretl, Holly Griskell, Erin Harrington In collaboration with: Emmanuel Bara-Hart, Amanda McCullough, Phuong Quynh Nguyen, Nathaniel Terry
Introduction Memory and learning Testing Effect Feedback Our study: Effect of testing & feedback on quiz scores
Testing Effect Roediger and Karpicke (2006) Past: assessment Now: learning Testing Effect: Memory retention increases Why? Recall=stronger memory pathway Our study: Giving students questions about reading
Feedback Self regulation Adjust answers Beginning learners benefit from immediate feedback (Hattie & Yates 2014) Our study: written vs. verbal feedback
Method
Our Study
Week 2 Results: Control Section Sample Size (N) Final Quiz Score Mean(SD) 1 31 6.24 (1.08) 2 5.98 (0.94) 3 32 6.28 (0.98) 4 6.60 (0.81) 5 29 6.28 (0.81) No significant difference between class sections. Supports that class sections were similar before any experimental manipulations were applied.
Week 3 Results: Experimental Section Sample Size Question Key Pre-activity Score Mean(SD) Final Quiz Score 1 29 N 6.14 (1.85) 5.88 (1.12) 2 31 6.45 (1.86) 5.68 (1.37) 3 27 Y 7.63 (1.39) 6.24 (0.64) 4 6.39 (1.59) 6.33 (1.00) Questions v. No Questions: Those who received online questions scored significantly higher on pre-activity than those who did not receive questions. No significant difference on final quiz. Key v. No Key: those who received a key scored significantly higher on final quiz.
Week 4 Results: Experimental Section Sample Size Question Key Pre-activity Score Mean(SD) Final Quiz Score 1 28 N Y 3.88 (1.46)* 5.95 (0.97) 2 31 4.19 (1.44) 5.93 (0.94) 3 3.92 (1.42)* 6.11 (0.96) 4 32 4.83 (1.13) 6.17 (0.93) 5 33 4.18 (1.14)* 6.39 (0.72) All sections receive keys Questions v. No Questions: There was a significant difference between section 4 (questions) and sections 1, 3, and 5 on the pre-activity. No significant difference on final quiz.
Conclusions Purpose: View effects of the testing as well as providing immediate feedback in a classroom setting Findings: Providing students with answer keys lead to higher final quiz scores Requiring students to complete questions prior to class lead to higher pre-activity scores
Conclusions Limitations: Benefits: High external validity Not every factor can be manipulated in a classroom setting Inability to counterbalance as desired Adaptability of classroom structure Benefits: High external validity
Conclusion Application: Simple intervention Less summary/ background during class Allows for more in depth discussion
Questions?