The effect of spaced retrieval practice in adaptive online formative testing.

G. Camp*, K.J.H. Dirkx, K. Ackermans, H.J.H. Hermans, Wouters Buelens

*Corresponding author for this work

Research output: Contribution to conferenceAbstractAcademic

Abstract

To support students’ individual self-study in an online academic course, we developed and implemented a tool for adaptive online formative testing. The tool generated practice schedules and sent reminders to complete three online formative tests before the final summative test of the course. To explore the benefits of retrieval practice and distributed practice in adaptive online formative testing, we compared three types of schedules in an experiment: distributed self-testing, massed self-testing and no self-testing. Distributed self-testing was found to lead to the best long-term retention of subject knowledge.
Original languageEnglish
Publication statusPublished - Jul 2021
EventVirtual Conference of the Society for Applied Research in Memory and Cognition 2021 - Online, SARMAC, Unknown
Duration: 21 Jul 202123 Jul 2021
http://www.sarmac.org/vsarmac-2021

Conference

ConferenceVirtual Conference of the Society for Applied Research in Memory and Cognition 2021
Abbreviated titleVirtual SARMAC 2021
Country/TerritoryUnknown
Period21/07/2123/07/21
Internet address

Keywords

  • retrieval practice
  • distributed practice
  • formative assessment
  • adaptive learning

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  • Comenius Teaching Fellowship

    Camp, Gino (Recipient), 2018

    Prize: Fellowship awarded competitivelyAcademic

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