Aufsatz
Are open-book tests still as effective as closed-book tests even after a delay of 2 weeks?
Abstract
The present work was conducted to re-examine the findings of Agarwal et al. (Applied Cognitive Psychology, 22(7), 861–876, 2008), which showed that both closed-book tests (with feedback) and open-book tests increased learning outcomes after 1 week compared to simple re-study of the same materials. However, contrary to often found benefits of retrieval practice—which should be more pronounced in closed-book tests—both test conditions proved to be similarly effective. As retrieval practice benefits increase with retention interval, this pattern may change with a longer delay. Hence, we conducted a laboratory study and applied three within-participant learning conditions (re-study, open-book test, closed-book test with feedback) with a 2 weeks instead of 1 week delay between studying and the final test. Notably, our results mirrored the findings of Agarwal et al. (Applied Cognitive Psychology, 22(7), 861–876, 2008) showing that open-book and closed-book tests outperform re-study but are similarly effective—even using a slightly changed procedure, new materials, a different sample, and a longer delay.
Citation
In: Applied Cognitive Psychology Volume 36 / Issue 3 (2022-04-06) , S. 699-707 ; eissn:1099-0720Sponsorship
Gefördert im Rahmen des Projekts DEALCitation
@article{doi:10.17170/kobra-202206016282,
author={Wenzel, Kristin and Schweppe, Judith and Rummer, Ralf},
title={Are open-book tests still as effective as closed-book tests even after a delay of 2 weeks?},
journal={Applied Cognitive Psychology},
year={2022}
}
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2022-08-16T10:14:00Z 2022-08-16T10:14:00Z 2022-04-06 doi:10.17170/kobra-202206016282 http://hdl.handle.net/123456789/14062 Gefördert im Rahmen des Projekts DEAL eng Namensnennung-Nicht-kommerziell 4.0 International http://creativecommons.org/licenses/by-nc/4.0/ closed-book tests delayed final test performance open-book-tests retrieval practice testing effect 370 Are open-book tests still as effective as closed-book tests even after a delay of 2 weeks? Aufsatz The present work was conducted to re-examine the findings of Agarwal et al. (Applied Cognitive Psychology, 22(7), 861–876, 2008), which showed that both closed-book tests (with feedback) and open-book tests increased learning outcomes after 1 week compared to simple re-study of the same materials. However, contrary to often found benefits of retrieval practice—which should be more pronounced in closed-book tests—both test conditions proved to be similarly effective. As retrieval practice benefits increase with retention interval, this pattern may change with a longer delay. Hence, we conducted a laboratory study and applied three within-participant learning conditions (re-study, open-book test, closed-book test with feedback) with a 2 weeks instead of 1 week delay between studying and the final test. Notably, our results mirrored the findings of Agarwal et al. (Applied Cognitive Psychology, 22(7), 861–876, 2008) showing that open-book and closed-book tests outperform re-study but are similarly effective—even using a slightly changed procedure, new materials, a different sample, and a longer delay. open access Wenzel, Kristin Schweppe, Judith Rummer, Ralf doi:10.1002/acp.3943 Lerntechnik Vergleich Wiederholung Testtraining Effizienz Lernpsychologie publishedVersion eissn:1099-0720 Issue 3 Applied Cognitive Psychology 699-707 Volume 36 false
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