Research Apértif: Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams

According to dictionary.com, an apértif is a small drink of alcoholic liqueur taken to stimulate the appetite before a meal. This research apértif is likewise designed to stimulate your mind’s appetite.

If you enjoy the appetizer, click-through at the bottom of the page for the main course!

Background Research/Lit Review

1. the act of retrieving answers to questions during testing can enhance and modify memory for the tested information
2. A limitation: most studies have used identical questions on initial and final tests
3. Recall, then rereading produces a higher success rate on application questions than reading alone
4. Initial quizzing on target concepts may promote performance (relative to no quizzing) on novel application exam questions
5. Multiple choice quizzing effects are generally smaller than short-answer quizzing effects

Experiment 1

1. 142 seventh grade science students participated in the study: Final sample was 61 students
2. Quiz questions required matching a term to a definition. Test questions required matching a definition to a term. Testing near transfer.
3. three quizzes: pre-lesson after reading the chapter, post-lesson, and 24hrs before the exam
4. Quizzes improved term-response exam performance by 12-15%
5. Quizzes improved definition-response exam performance by 9-10%
6. Quizzing promoted near transfer of target content in a classroom setting

Experiment 2

1. 142 eighth-grade science students: Final sample included 90 eighth-grade science students
2. Focused on application questions (more required transfer than experiment 1)
3. three quizzes: pre-lesson after reading the chapter, post-lesson, and 24 hrs before the exam
4. Quizzing with application questions improves final test performance on related application questions.
5. Quizzing with term-response questions does not improve final test performance on related application questions

Discussion of Experiments

1. Spaced testing with feedback enhances the flexibility of knowledge
2. Quizzing application concepts in a concrete context promoted transfer and better retention of definitional information on a final test
3. repeated multiple choice quizzes with feedback can enhance performance on novel exam questions
4. Term-response questions did not increase performance on application exam items

Link to Article
Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams

Citation
Mcdaniel, M. A., Thomas, R. C., Agarwal, P. K., Mcdermott, K. B., & Roediger, H. L. (2013). Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams. Applied Cognitive Psychology, 27(3), 360–372. doi: 10.1002/acp.2914