Examining the Testing Effect in University Teaching: Retrievability and Question Format Matter.

Area of Science:

• Cognitive Psychology
• Educational Psychology

Background:

• Effective learning material review is essential for knowledge retention.
• The testing effect, where retrieval practice improves learning, is well-documented in laboratory settings.
• Previous educational studies often confound testing effects with other instructional methods, limiting clear interpretation.

Purpose of the Study:

• To investigate the pure testing effect in a university lecture setting.
• To compare the impact of short-answer questions, multiple-choice questions, and summarizing statements on learning.
• To assess long-term knowledge retention following different review methods.

Main Methods:

• A minimal intervention design was used in a university lecture (N=92).
• Participants reviewed lecture content via short-answer questions, multiple-choice questions, or summaries for the last 10 minutes of each session.
• Criterial tests administered at 1, 12, and 23 weeks measured knowledge retention.

Main Results:

• A significant positive testing effect was observed for short-answer questions, enhancing memory retrieval.
• This positive effect of short-answer testing persisted across all tested time intervals.
• Multiple-choice testing did not yield a significant testing effect.

Conclusions:

• Short-answer questions, promoting active recall, benefit learning and retention in higher education.
• Multiple-choice questions, as implemented, do not appear to leverage the testing effect for improved learning outcomes.
• The findings highlight the importance of question format in utilizing retrieval practice for academic success.