The Meta-Level of the Testing Effect: Repeated Testing Improves Performance and Judgment Accuracy

• In Event: AERA Poster Session 3
  In Poster Session: Topics in Higher Education

Abstract

We report on two classroom studies with undergraduate students, which aimed to investigate the effects of repeated testing on performance and judgment accuracy. In both studies, students participated in several multiple-choice tests: a pretest, four voluntary practice tests during the term, and a final exam with according item-specific judgments. Students either received corrective item feedback regarding practice tests (Study 1, N = 111) or not (Study 2, N = 201). Regression analyses revealed that with increasing number of repeated testing occasions, students scored higher in the final exam and provided accurate judgments. While feedback did not alter performance effects, differences on metacognitive monitoring emerged. The paper discusses the effects and underlying mechanisms of repeated testing on performance and metacognitive Monitoring.

Authors

• Nick Naujoks, Friedrich Alexander Universität Erlangen Nürnberg

• Bettina Harder

• Marion Händel, Friedrich-Alexander University Erlangen-Nuremberg