The Effects of Generative Testing on Text Retention and Text Comprehension Kim J. H. Dirkx, Liesbeth Kester, Paul A. Kirschner Centre for Learning Sciences.

Slides:



Advertisements
Similar presentations
1 Human Resource Management 2 Review of the course.
Advertisements

Cumulative Final Exams and Pop Quizzes Practical Ways to Integrate Repeated Testing into Courses Maya M. Khanna.
Elements of Report Writing. Section E, Page 27 Section E, Page 27 In course website, lab handouts section will be an example manuscript In course website,
Understanding Depth 0f knowledge
Long-Term Memory: Encoding and Retrieval
ITEC 715 Week 13 Computer Foundations for Instructional Multimedia.
Effective Intervention Using Data from the Qualitative Reading Inventory (QRI-5) Developed by the authors of the Qualitative Reading Inventory (QRI) -5,
Anatomy Laboratory Write up Emulate standard Scientific Paper (few exceptions)
How to pass exams. Memory skills are vital to passing exams Linear exams at GCSE and A Level focused on extended recall More content in curricula from.
The Moon, the Earth, and the Sun Unit Portfolio Presentation Chris Hain.
REVISED BLOOM’S TAXONOMY BY FAIZA RANI DA MHS PHASE- IV REVISED BLOOM’S TAXONOMY BY FAIZA RANI DA MHS PHASE- IV.
Summarizing as Retrieval Strategy versus Re-reading. Which Learning Activity Works Best? Kim. J. H. Dirkx, Liesbeth Kester, and Paul. A. Kirschner Centre.
Using Science Notebooks as tools for teaching. Why Science notebooks? ► Important tools for practicing scientists ► Provide practice writing  Everyday.
V v Multiple-Choice Testing to Teach Scientific Reasoning and Prepare Psychology Students for MCAT2015 Kathryn Becker-Blease 1, Courtney Stevens 2, Melissa.
Effective Questioning in the classroom
Test Taking Tips How to help yourself with multiple choice and short answer questions for reading selections A. Caldwell.
An investigation of the impact of student support initiatives on the retention of computer science students Clem O’Donnell 1, James Murphy 2, Abdulhussain.
2008 History and Social Science Standards of Learning: Using Student Engagement To Support Active Learning and Assessment January 2013.
Welcome!.
Ismaila Odogba Department of Geography and Geology The Impact of Collaborative Testing on Student Learning in an Introductory Level Geography Course INTRODUCTION.
John Tagg Parker University September 13,  Paper and writing implement  Index cards marked A, B, C, and D.
(TOPIC NAME) Scientific Writing. Importance Scientists communicate their findings to the scientific community by publishing their experimental results.
The IMRaD Structure Dr. Lam TECM Why is this important? Your project, duh Consumers of research You form opinions based on research (whether you.
TBLT 2005 LEUVEN Elke Peters Katholieke Universiteit Leuven Word relevance and task instruction. Do they make a difference for word retention?
Planning & Writing Laboratory Reports A Brief Review of the Scientific Method.
Chris Luszczek Biol2050 week 3 Lecture September 23, 2013.
Teaching Comprehension and Vocabulary Development in the early grades Leecy Wise
Skills Building Workshop: PUBLISH OR PERISH. Journal of the International AIDS Society Workshop Outline Journal of the International.
Report Format and Scientific Writing. What is Scientific Writing? Clear, simple, well ordered No embellishments, not an English paper Written for appropriate.
Instructions for Preparing Laboratory Reports EnvE 214 Fluid Mechanics and Thermal Sciences Fall 2005.
Lab Reports E. Santi. Structure of a Lab Report 1.Introduction 2.Theory 3.Experimental 4.Results / Discussion 5.Conclusions 6.References.
Toward improving the academic performance in National Diploma Mechanical Engineering Thermodynamics 2 students Louw, C Mammen, K.J.
Unit 3 Data Representation Passages Part 2
Does the modality principle for multimedia learning apply to science classrooms? 指導教授: Chen Ming-Puu 報 告 者: Chen Hsiu-Ju 報告日期: Harskamp, E.
Presenting your Research. APA Style Talk: Overview  Should be 10 minutes  with another 5 minutes for questions  Each group member should speak  Same.
Learn to Make Reading a 3-D Experience Using the 3 Phases of Active reading.
How to start to write a scientific paper Ashgan Mohamed, Ph.D Assistant Professor Cairo University.
Dr. Cynthia Fadler Assistant Professor of Psychology Sibley Day 2014.
Critical ‘Need-to-Know’ Information PHASE 3 – SECONDARY RESEARCH REPORT.
The Scientific Method. What is it?  A procedure (or step by step guide) for developing and/or completing scientific investigations.
The Reading Process English I Notes. The Reading Process / consists of 3 steps / Before / During / After / complete activities before reading to set the.
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel.
Question-Answer-Relationships. Why Kids Need Higher-Level Questioning Students tap into prior knowledge and make connections. Allows students to problem.
Introduction to Note-taking Take a moment to reflect on when you learned to take notes. Did you receive formal note-taking instruction in school? Did a.
. Do you want Auburn to be your 5-Minute University5-Minute University? 5-Minute University.
Information gathered from the following source:
How can knowing the word structure help me to be a better reader? An introduction.
SUMARIZING INSTRUCTIONS: 1. State the author's most important idea. This is commonly referred to as the Main Idea and can be found in the author's thesis.
TAKS Reading Process Analyze the Task Activate Prior Knowledge Plan and Predict Read Use Information.
Your Research Paper Guidelines Spectra of Science.
QAR Question Answer Relationships. What is QAR? QAR stands for: Q- Question A- Answer R- Relationships –Using QAR we can determine question types to help.
NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. QUESTIONING.
LAB REPORTS Some guidelines. Abstract Summarise your report in under 200 words What was your question? How did you investigate it? What did you find?
SCIENCE FAIR PROJECT Project title Your name | Your teacher’s name | Your school.
Science Technology Inquiry and Design Math Engineering What is STEM? Module by Amber O’Reilly Castle/Kahuku CAST STEM RT.
FCAT Reading & Mathematics Performance Task Responses Strategies for getting a top score Division of Performance Accountability Department of Assessment.
Getting the Most From Your Textbooks Presenter: Tim Bradley Learning Assistance Center: (503)
What's Waste A mini Web Quest. What’s the Situation Four reality starts started arguing one day about what happens to all the waste in the human body.
Charles A. Weaver, III, Ph. D. Chair, Department of Psychology and Neuroscience Baylor University Thanks to Mark McDaniel & Roddy Roediger, Washington.
Welcome Parents! FCAT Information Session. O Next Generation Sunshine State Standards O Released Test Items O Sample Test.
Goals and Objectives  Why Use Questioning Strategies?  Effective Questioning Techniques  Levels of Questioning…Increasing Understanding, Models for.
Karpicke, J. , & Roediger, H. L. (2008)
How to Write a Constructed and Visual Response for the EOC
Spaced learning and retrieval practice for robust learning
How to learn and remember knowledge
Science Fair Project Due:
Marketing Plan A marketing plan is a part of an overall business plan.
History Honors Research Paper.
The Scientific Method Notes
ARE GREEN TECHNOLOGIES
Presentation transcript:

The Effects of Generative Testing on Text Retention and Text Comprehension Kim J. H. Dirkx, Liesbeth Kester, Paul A. Kirschner Centre for Learning Sciences and Technologies Open Universiteit Nederland

Content Testing effect Theoretical framework Experimental set up Results Conclusion Discussion

The Testing Effect Retrieving information by means of testing is very effective for long-term retention of facts (see Roediger & Karpicke, 2006). Long research history (Glover, 1989; Rothkopf, 1966; Spitzer, 1939).

The Testing Effect Wordlist Expository texts Different test formats Different retention intervals With or without feedback/ restudy phase

Theoretical framework Most research used verbatim factual questions Simply retrieving facts is not enough in our knowledge based society (LLL; Bloom et al., 1956). Few studies investigated the effect of test on higher order learning goals (Marsh, Roediger, Bjork & Bjork, 2007; Karpicke & Blunt, 2011)

The present experiment Many new testing methods available. These foster and /or examine higher order learning goals (Fletcher & Bloom; Mannes & Kintsch, 1987). Summarizing is a frequently test.

The present experiment In a previous study we investigated the effects of summarization on comprehension No effects were found In this second study we made some major changes….

The present experiment Students were trained in summarization We included a retention test (can we replicate the traditional testing effect using summarization or free recall?) We gave students more time for reading and summarization/ free recall We included a retrieval effort measure We included a free recall condition (is summarization better than free recall?)

Research Questions 1.Can the testing effect (for facts) be replicated using new testing methods (i.e., summarization)? 2. Are new testing methods (i.e., summarization) more effective for enhancement of comprehension compared to traditional testing methods (i.e., free recall)? 3. Can evidence be found for the retrieval effort hypothesis?

Method and Materials 146 secondary school students from pre-university. 2 x 3 design with retention interval (5 minutes; 1 week) and learning activity (re-read, summarize, free recall). Expository text of 500 words. Final test: 8 verbatim factual questions (Andre, 1979); 8 general questions (Andre, 1979). Effort and usefulness were measured on a 9-point scale.

Examples Verbatim Question: ‘Where is excessive food stored?’ Answer: In connective tissue under the skin General Question: The author says in the text that people often eat more food than they need. Can you explain why this surplus food is stored and not excreted?’ Answer: In the past, sometimes there was much food available, but at other times, there was no food available. The body preserved the surplus of food for times there was less food available’

Mental Effort (Paas, 1992) ‘Indicate, by putting a mark on the bar below, how much effort it took you to free recall/ make a summary/ re-read the text’ Usefulness: ‘Indicate, by putting a mark on the bar below, how useful you found it to make a summary of the text/ free recall/ re-read the text’ Examples 1 It cost me very very little effort 9 It cost me very very much effort 1 I found the learning activity not useful at all 9 I found the learning activity very very useful

Design Instruction PhaseInterventionFinal test (after 5 minutes) Final test (after 1 week) Instruction in the learning activity Read text (7 minutes) Sudoku Re-read, summarize, or free recall (10 minutes) Effort and usefulness Sudoku Final test (12 minutes)

Results (1) Figure 1. The interaction between Learning Activity and Retention Interval on the verbatim factual test. Figure 2. The interaction between Learning Activity and Retention Interval on the general question test.

Results (2) Figure 3. The interaction between Learning Activity and Retention Interval on effort Figure 4. The interaction between Learning Activity and Retention Interval on usefulness

Conclusion 1. Can the testing effect (for facts and comprehension) be replicated using new testing methods (i.e., summarization)? YES 2. Are new testing methods (i.e., summarization) more effective for enhancement of comprehension compared to traditional testing methods (i.e., free recall)? NO 3. Can evidence be found for the retrieval effort hypothesis? NO

Discussion The students used summarization to retrieve information verbatim. Previous studies also showed ambiguous results. The effect of higher order questions spreads less easily to unrelated questions (Hamaker, 1984). Students are not well trained in the higher-order processing activities (Hamaker, 1984, p.38)

Contact details: Kim Dirkx Open Universiteit of the Netherlands