Date of Award
College of Liberal Arts
Type of Degree
Steven P. Mewaldt
David L. Trumpower
Repeated testing was applied in a college classroom setting to determine whether a single intervening test, which allowed for retrieval practice, would improve performance on a final test compared to a single structured rehearsal of the material. Performance was measured using multiple-choice exams and relatedness rating tests. The findings suggest that a test condition which requires retrieval, when compared to a read-only condition, improves performance on a final test of item-specific knowledge but not on a test of relational knowledge of the same material. The difficulty of retrieval was manipulated using hard and easy questions on the intervening test and did not appear to have an effect. The findings support the use of repeated testing in the classroom and supplies evidence of the beneficial use of retrieval practice in enhancing student learning of classroom material.
Educational tests and measurements.
Clifton, Karen S., "The Testing Effect: Using Retrieval Practice in the Classroom" (2005). Theses, Dissertations and Capstones. 537.