Post date: Nov 17, 2016 2:49:10 PM
Christopher Koch & Emma Dennie
George Fox University
Abstract: The testing effect was examined throughout a semester. Daily quizzes were given in a Sensation and Perception course. For the first exam, covering the chemical senses, both quiz scores (r = .39) and number of quizzes taken (r = .40) significantly correlated with exam scores. However, quizzes were not correlated with scores on the second exam covering low-level vision. Only the number of quizzes taken (r = .33) was correlated with scores on the third exam covering high-level vision. Potential mediating factors were also examined. Methodicalness was significantly related to exam 2 scores (r = .43). A potential explanation for these findings is that repeated testing is beneficial in the beginning of a course. Once students develop an understanding of the types of questions asked on exams, they are able to develop a strategy for studying. That strategy may be most important when the content area changes but repeated testing continues to be useful when the content area remains consistent.
Poster presented at the 2016 Annual Meeting of the Psychonomic Society