Achievement of American students falls behind that of students in many other industrialized countries, especially in science and mathematics. This Test-Enhanced Learning in the Classroom (TELC) project builds on earlier work on test-enhanced learning, or the use of frequent quizzes as learning events. Test-enhanced learning has been shown to be highly effective in promoting student learning in laboratory situations. The purpose of this project is to import the test-enhanced learning program into school settings to examine its efficacy at two different educational levels: middle school and college students.

The test-enhanced learning intervention consists of four principles: (1) Testing enhances learning (better than repeated studying), and students should be tested frequently; (2) Production tests (short answer or essay tests) produce better retention at delays than do recognition tests (multiple choice, true/false); (3) Multiple tests are better than single tests in enhancing learning; and (4) Immediate feedback improves the effect of testing, especially for facts missed on the tests. We are conducting a series of experiments in classrooms to test whether these principles are effective under actual classroom conditions.

At Columbia Middle School in Illinois, we are working with 6th-8th grade classrooms in subjects including Science, Social Studies, Spanish, and English. At the University of New Mexico, we are working with college students in Introductory Psychology and Brain & Behavior courses.

If you are interested in learning more about applying test-enhanced learning in the classroom, here are relevant references:

McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206. [PDF]

Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M. A., & Metcalfe, J. (2007). Organizing instruction to improve student learning (NCER 2007-2004). Washington D.C.: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. [PDF]

 

If you would like reprints of the additional references below, or have any questions, please contact us for more information.

Principal Investigators: Henry L. Roediger, III, Mark A. McDaniel, & Kathleen B. McDermott
Grant Coordinator: Jane McConnell

Columbia Middle School Project
Research Coordinator: Pooja K. Agarwal
Classroom Coordinator: Lindsay A. Brockmeier
Research Assistants: Lisa A. Cressey, Anna Dinndorf, & Laura Najjar

University of New Mexico Project
Co-Principal Investigators: Janis L. Anderson & Gordon K. Hodge

 

  • Roediger, H. L., Agarwal, P. K., Kang, S. H. K., & Marsh, E. J. (in press). Benefits of testing memory: Best practices and boundary conditions. In G.M. Davies & D.B. Wright (Eds.), New frontiers in applied memory. Brighton, U.K.: Psychology Press. [PDF]

  • Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (in press). Using testing to improve learning and memory. In M. A. Gernsbacher, R. Pew, L. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society. New York: Worth Publishing Co. [PDF]

  • Karpicke, J. D., Butler, A .C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17, 471-479. [PDF]

  • Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876. [PDF]

  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2008) Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 918-928. [PDF]
  • Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36, 604-616. [PDF]
  • Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966-968. [PDF]
    Note: This is the author's version of the work. It is posted here by permission of the AAAS for personal use, not for redistribution. The definitive version was published in Science, 319, 966 (2008), doi:10.1126/science,1152408, and may be found at http://www.sciencemag.org/cgi/reprint/319/5865/966.pdf.
  • Larsen, D. P., Butler, A. C., & Roediger, H. L. (2008). Test-enhanced learning in medical education. Medical Education, 42, 959-966. [PDF]
  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281. [PDF]
  • Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527. [PDF]
  • Kang, S. H. K., McDermott, K. B. & Roediger, H. L. (2007). Test format and corrective feedback modulate the effect of testing on memory retention. The European Journal of Cognitive Psychology, 19, 528-558. [PDF]
  • Karpicke, J. D. & Roediger, H. L. (2007). Expanding retrieval practive promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory and Cognition, 33, 704-719. [PDF]
  • Karpicke, J. D., & Roediger, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162. [PDF]
  • McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494-513. [PDF]
  • McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206. [PDF]
  • Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M. A., & Metcalfe, J. (2007). Organizing instruction to improve student learning (NCER 2007-2004). Washington D.C.: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. [PDF]
  • Roediger, H. L. & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210. [PDF]
  • Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255. [PDF]

 

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  • Roediger, H. L., McDaniel, M. A., McDermott, K. B., Agarwal, P. K., & Huelser, B. J. (2009, June). What is an effective quizzing schedule for middle school students? Poster presented at the 4th Annual Institute of Education Sciences Research Conference, Washington, D.C. [PDF]
  • Agarwal, P. K., Huelser, B. J., McDaniel, M. A., McDermott, K. B., & Roediger, H. L. (2009, May). Test-enhanced learning: Transfer of knowledge in middle school classrooms. Poster presented at the 21st Annual Convention of the Association for Psychological Science, San Francisco, CA. [PDF]
  • Sun, J. & McDaniel, M. A. (2008, November). The testing effect: Experimental evidence from a college course. Poster presented at the Midstates Consortium for Math and Sciences, Chicago, IL. [PDF]
  • Anderson, J. L., Weywadt, C., & McDaniel, M. A. (2008, October). Repeated quizzing facilitates learning of core content in an undergraduate neuroscience course. Poster presented at the Harvard Medical School Education Day, Boston, MA. [PDF]
  • McDaniel, M. A., McDermott, K. B., Agarwal, P. K., & Roediger, H. L. (2008, June). Test-enhanced learning in the classroom: The Columbia Middle School project, Year 2. Poster presented at the 3rd Annual Institute of Education Sciences Research Conference, Washington, D.C. [PDF]
  • Agarwal, P. K., Roediger, H. L., McDaniel, M. A., & McDermott, K. B. (2008, May). Improving student learning with classroom quizzes. Poster presented at the 20th Annual Convention of the Association for Psychological Science, Chicago, IL. [PDF]
  • Butler, A. B., Huelser, B. J., Caruso, C. A., & Roediger, H. L. (2008, May). Examining Park’s (2005) computer modified multiple-choice testing procedure. Poster presented at the 20th Annual Convention of the Association for Psychological Science, Chicago, IL. [PDF]
  • Roediger, H. L., McDaniel, M. A., McDermott, K. B., & Agarwal, P. K. (2007, November). Test-enhanced learning in the classroom: The Columbia Middle School project. Poster presented at the 48th Annual Meeting of the Psychonomic Society, Long Beach, CA. [PDF]
  • Butler, A. C., & Roediger, H. L. (2007, August). Feedback enhances the benefits of testing. Poster presented at the 115th Annual Meeting of the American Psychological Association, San Francisco, CA. [PDF]
  • Roediger, H. L., McDaniel, M. A., McDermott, K. B., & Agarwal, P. K. (2007, June). Test-enhanced learning in the classroom. Poster presented at the 2nd Annual Institute of Education Sciences Research Conference, Washington, D.C. [PDF]

 

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  • Hodge, G. K. (2009, March). Pedagogical best practices: The power of quizzing. Invited panelist at the 3rd Annual Redesign Alliance Conference, National Center for Academic Transformation, Orlando, FL.
  • McDaniel, M. A. (2009, March). The power of quizzing. Invited talk delivered at the 3rd Annual Conference of the Redesign Alliance, Orlando, FL.
  • Roediger, H. L. (2009, March). The power of testing memory: From the laboratory to the classroom. Talk delivered at the University of Lisbon, Portugal.
  • Hodge, G. K. (2009, February). Teaching through community engagement and student learning in large lecture classes: Relative importance of taking quizzes, reading text, and participating in lectures. Invited talk delivered at the 4th Annual University of New Mexico Community Conference for Faculty by Faculty, Albuquerque, NM.
  • Roediger, H. L. (2009, January). Does expanding retrieval represent a desirable difficulty? Talk delivered at the Conference to Honor Robert Bjork, Los Angeles, CA.
  • Roediger, H. L. (2009, January). The critical role of retrieval in enhancing long-term retention. Talk delivered at Anesthesiology Grand Rounds, Washington University Medical School, St. Louis, MO.
  • Roediger, H. L., McDaniel, M. A., McDermott, K. B., & Agarwal, P .K. (2008, December). Third year progress: The Columbia Middle School project. Presentation to Columbia Middle School administration and teachers, Columbia, IL.
  • Roediger, H. L. (2008, October). Critical role of retrieval in enhancing memory: From the lab to the classroom. Invited talk delivered at Rice University, Houston, TX.
  • McDaniel, M. A. (2008, August). Testing to improve learning in post-secondary education. Invited talk delivered at the 116th Annual Convention of the American Psychological Association, Boston, MA.
  • Roediger, H. L. (2008, May). The critical role of learning during retrieval: From the lab to the classroom. American Psychological Association Invited Address at the Midwestern Psychological Association, Chicago, IL.
  • Roediger, H. L., McDaniel, M. A., McDermott, K. B., & Agarwal, P. K. (2008, May). Recent progress: The Columbia Middle School project. Presentation to Columbia Middle School administration and teachers, Columbia, IL.
  • Roediger, H. L., (2008, April). The critical importance of retrieval for long-term retention. Talk delivered at the Society of Experimental Psychologists, Bloomington, IN.
  • Roediger, H. L., (2008, April). The critical importance of retrieval for long-term retention. Talk delivered at the James F. McDonnell Collaborative Activity Grant Annual Meeting, St. Louis, MO.
  • Hodge, G. K. (2008, March). Extreme quizzing: Increasing student success and retention. Invited talk delivered at the 2nd Annual Redesign Alliance Conference, National Center for Academic Transformation, Orlando, FL.
  • McDaniel, M. A. (2008, March). Improving student training: Importing basic memory principles into the classroom. Talk delivered at the 2nd Annual Center for Research on Training Research lecture at the University of Colorado, Boulder, CO.
  • McDaniel, M. A. (2008, February). Applying cognition to education: Lessons from basic memory principles. Invited talk delivered at Utah State University, Logan, UT.
  • Roediger, H. L. (2008, February). The critical role of retrieval in learning. Talk delivered at the Behavior, Brain, & Cognition Colloquium, Washington University, St. Louis, MO.
  • Agarwal, P. K. (2007, November). The secret benefit of classroom testing. Invited talk delivered at the University of Missouri, Columbia, MO.
  • Hodge, G. K. (2007, November). Increasing student success and retention: Required and repeatable low-stakes quizzes. Invited talk delivered at the Learning by Design Conference, State Council of Higher Education of Virginia, Richmond, VA.
  • Hodge, G. K. (2007, November). Increasing student success and retention: Required and repeatable low-stakes quizzes. Invited talk delivered at Boise State University, Boise, ID.
  • Roediger, H. L., McDaniel, M. A., McDermott, K. B., & Agarwal, P. K. (2007, November). Testing-enhanced learning in the classroom: The Columbia Middle School project. Presentation to Columbia Middle School administration and teachers, Columbia, IL.
  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007, July). The effect of type and timing of feedback on learning from multiple-choice tests. Talk delivered at the 7th Biennial Meeting of the Society for Applied Research in Memory and Cognition, Lewiston, ME.
  • Roediger, H. L., McDaniel, M. A., McDermott, K. B., & Agarwal, P. K. (2007, May). Test-enhanced learning in the classroom. Presentation to Columbia Middle School administration and teachers, Columbia, IL.

 

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The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H060080-06 to Washington University in St. Louis. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

 
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