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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 conference › Abstract › Academic

    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 2021 → 23 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
    Period21/07/21 → 23/07/21
    Internet address

    Keywords

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

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    • Comenius Teaching Fellowship

      Camp, G. (Recipient), 2018

      Prize: Fellowship awarded competitively › Academic

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