Long-term retention is greater following closed-book tests than open-book tests

2006 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jeffrey D. Karpicke ◽  
Sean H. Kang ◽  
Henry L. Roediger ◽  
Kathleen B. McDermott
Keyword(s):  
Open Book ◽  
Term Retention ◽  
Long Term Retention

scholarly journals Testing Effect

2018 ◽  
Vol 1 (1) ◽  
pp. 20-36
Author(s):  
Olesya Senkova ◽  
Hajime Otani ◽  
Reid L. Skeel ◽  
Renée L. Babcock
Keyword(s):  
Testing Effect ◽  
Cued Recall ◽  
Online Classes ◽  
Open Book ◽  
Test Format ◽  
Term Retention ◽  
Book Versus ◽  
Long Term Retention ◽  
Book Format

Abstract. If assessment is the purpose of testing, open-book tests may defeat the purpose. However, a goal of education is to build knowledge, and based on the literature, open-book tests may not be inferior to closed-book tests in promoting long-term retention of information. Participants studied Swahili-English pairs and either re-studied or took an initial quiz, which was cued recall or recognition in an open-book or closed-book format. One week later, the final closed-book recognition test showed higher performance in the quizzed conditions than in the study-twice condition, replicating the testing effect. However, performance was similar across the quizzed conditions, indicating that testing promoted long-term retention regardless of test format (open-book versus closed-book) and test type (cued recall versus recognition). Open-book tests are not inferior to closed-book tests in building knowledge and can be particularly useful in online classes because preventing cheating is difficult when closed-book tests are administered online.

scholarly journals TRADITIONAL VERSUS OPEN-BOOK EXAMS IN REMOTE COURSE DELIVERY: A NARRATIVE REVIEW OF THE LITERATURE

2021 ◽  
Author(s):  
Anita M. Parker ◽  
Ellen Watson ◽  
Nicole Dyck ◽  
Jason P. Carey
Keyword(s):  
Academic Integrity ◽  
Teaching And Learning ◽  
Course Delivery ◽  
Open Book ◽  
Review Of The Literature ◽  
Term Retention ◽  
Examination Methods ◽  
Long Term Retention ◽  
Review Ofthe

Assessment is an essential step in the teaching and learning process. Traditional examination methods (closed-book, time-constrained, invigilated, multiplechoice) prevail in higher education despite support foralternative approaches wherein students construct knowledge through active, authentic activities. A review ofthe scholarly literature focused on merits and limitations of traditional closed-book exams in-person and in anonline, remote course delivery context, as well as benefits, concerns, and considerations of transitioning to open-book exams at a time of upsurge in online learning. Within the dichotomy of traditional versus alterative exam strategies, the literature is inconclusive on shared matters, including student academic integrity, study habits, anxiety, performance, and long-term retention of information.

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Efficacy of implementing intermittent STOP THE BLEED® reviews on long term retention of hemorrhage control skills of first year medical students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Enkhtsogt Sainbayar ◽  
Nathan Holt ◽  
Amber Jacobson ◽  
Shalini Bhatia ◽  
Christina Weaver
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Training Session ◽  
Likert Scale ◽  
Control Group ◽  
First Year ◽  
Hemorrhage Control ◽  
Term Retention ◽  
Long Term Retention

Abstract Context Some medical schools integrate STOP THE BLEED® training into their curricula to teach students how to identify and stop life threatening bleeds; these classes that are taught as single day didactic and hands-on training sessions without posttraining reviews. To improve retention and confidence in hemorrhage control, additional review opportunities are necessary. Objectives To investigate whether intermittent STOP THE BLEED® reviews were effective for long term retention of hemorrhage control skills and improving perceived confidence. Methods First year osteopathic medical students were asked to complete an eight item survey (five Likert scale and three quiz format questions) before (pretraining) and after (posttraining) completing a STOP THE BLEED® training session. After the surveys were collected, students were randomly assigned to one of two study groups. Over a 12 week intervention period, each group watched a 4 min STOP THE BLEED® review video (intervention group) or a “distractor” video (control group) at 4 week intervals. After the 12 weeks, the students were asked to complete an 11 item survey. Results Scores on the posttraining survey were higher than the pretraining survey. The median score on the five Likert scale items was 23 points for the posttraining survey and 14 points for the pretraining survey. Two of the three knowledge based quiz format questions significantly improved from pretraining to posttraining (both p<0.001). On the 11 item postintervention survey, both groups performed similarly on the three quiz questions (all p>0.18), but the intervention group had much higher scores on the Likert scale items than the control group regarding their confidence in their ability to identify and control bleeding (intervention group median = 21.4 points vs. control group median = 16.8 points). Conclusions Intermittent review videos for STOP THE BLEED® training improved medical students’ confidence in their hemorrhage control skills, but the videos did not improve their ability to correctly answer quiz-format questions compared with the control group.

Children's long‐term retention is directly constrained by their working memory capacity limitations

2021 ◽  
Author(s):  
Alicia Forsberg ◽  
Dominic Guitard ◽  
Eryn J. Adams ◽  
Duangporn Pattanakul ◽  
Nelson Cowan
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Capacity Limitations ◽  
Term Retention ◽  
Long Term Retention

Acquisition and long-term retention of an object-quality set by retarded children.

1962 ◽  
Vol 55 (4) ◽  
pp. 518-523 ◽  
Author(s):  
George J. Wischner ◽  
Harry W. Braun ◽  
Robert A. Patton
Keyword(s):  
Term Retention ◽  
Long Term Retention
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