The Positive and Negative Consequences of Multiple-Choice Testing
Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect w...
Gespeichert in:
| Veröffentlicht in: | Journal of experimental psychology. Learning, memory, and cognition memory, and cognition, 2005-09, Vol.31 (5), p.1155-1159 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1159 |
|---|---|
| container_issue | 5 |
| container_start_page | 1155 |
| container_title | Journal of experimental psychology. Learning, memory, and cognition |
| container_volume | 31 |
| creator | Roediger, Henry L Marsh, Elizabeth J |
| description | Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final cued-recall performance. However, prior testing also had negative consequences. Prior reading of a greater number of multiple-choice lures decreased the positive testing effect and increased production of multiple-choice lures as incorrect answers on the final test. Multiple-choice testing may inadvertently lead to the creation of false knowledge. |
| doi_str_mv | 10.1037/0278-7393.31.5.1155 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_68730895</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ734731</ericid><sourcerecordid>614432959</sourcerecordid><originalsourceid>FETCH-LOGICAL-a475t-b45dca1a91ef67bff52e10c9c133e12d0c9e68eacad32a23eb3c400474a77cab3</originalsourceid><addsrcrecordid>eNp9kU9v1DAQxS0EokvhE4BQhFROZLE9duwcq1VbQOXPYTlbE2fSusomwU4Q_fYk7KoVFcIX23q_mXl6w9hLwdeCg3nPpbG5gRLWINZ6LYTWj9hKlFDmQlr9mK3uiCP2LKUbvhywT9mRKKSyRtsVO91eU_atT2EMPynDrs6-0BX--Wz6LtGPiTpPKeub7PPUjmFoKd9c98FTtqU0hu7qOXvSYJvoxeE-Zt_Pz7abD_nl14uPm9PLHJXRY14pXXsUWApqClM1jZYkuC-9ACAh6_lJhSX0WINECVSBV5wro9AYjxUcs7f7vkPsZ1dpdLuQPLUtdtRPyRXWALelnsE3D8Cbford7M0VQimQpS7_B0mhoDClkjMEe8jHPqVIjRti2GG8dYK7ZQduSdgtCTsQTrtlB3PV60PrqdpRfV9zCH0GTg4AJo9tE7HzId1zRoKxfBn_as9RDP5OPvtkQBkQs_xuL-OAbki3HuMYfEvJTzFSN7pf7e4vWyf_xh9wvwGPsLMM</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>614432959</pqid></control><display><type>article</type><title>The Positive and Negative Consequences of Multiple-Choice Testing</title><source>APA PsycARTICLES</source><source>MEDLINE</source><source>Business Source Complete</source><creator>Roediger, Henry L ; Marsh, Elizabeth J</creator><contributor>Nelson, Thomas O ; Masson, Michael E. J</contributor><creatorcontrib>Roediger, Henry L ; Marsh, Elizabeth J ; Nelson, Thomas O ; Masson, Michael E. J</creatorcontrib><description>Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final cued-recall performance. However, prior testing also had negative consequences. Prior reading of a greater number of multiple-choice lures decreased the positive testing effect and increased production of multiple-choice lures as incorrect answers on the final test. Multiple-choice testing may inadvertently lead to the creation of false knowledge.</description><identifier>ISSN: 0278-7393</identifier><identifier>EISSN: 1939-1285</identifier><identifier>DOI: 10.1037/0278-7393.31.5.1155</identifier><identifier>PMID: 16248758</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Biological and medical sciences ; Choice Behavior ; Cognition & reasoning ; Consequence ; Cues ; Effects ; Evaluation Methods ; False Memory ; Fundamental and applied biological sciences. Psychology ; Guessing (Tests) ; Human ; Humans ; Knowledge ; Knowledge Level ; Learning. Memory ; Memory ; Mental Recall ; Multiple Choice (Testing Method) ; Multiple Choice Tests ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Recall (Psychology) ; School Learning ; Students ; Test Wiseness ; Testing ; Tests</subject><ispartof>Journal of experimental psychology. Learning, memory, and cognition, 2005-09, Vol.31 (5), p.1155-1159</ispartof><rights>2005 American Psychological Association</rights><rights>2005 INIST-CNRS</rights><rights>Copyright American Psychological Association Sep 2005</rights><rights>2005, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a475t-b45dca1a91ef67bff52e10c9c133e12d0c9e68eacad32a23eb3c400474a77cab3</citedby><cites>FETCH-LOGICAL-a475t-b45dca1a91ef67bff52e10c9c133e12d0c9e68eacad32a23eb3c400474a77cab3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ734731$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=17237802$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/16248758$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Nelson, Thomas O</contributor><contributor>Masson, Michael E. J</contributor><creatorcontrib>Roediger, Henry L</creatorcontrib><creatorcontrib>Marsh, Elizabeth J</creatorcontrib><title>The Positive and Negative Consequences of Multiple-Choice Testing</title><title>Journal of experimental psychology. Learning, memory, and cognition</title><addtitle>J Exp Psychol Learn Mem Cogn</addtitle><description>Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final cued-recall performance. However, prior testing also had negative consequences. Prior reading of a greater number of multiple-choice lures decreased the positive testing effect and increased production of multiple-choice lures as incorrect answers on the final test. Multiple-choice testing may inadvertently lead to the creation of false knowledge.</description><subject>Biological and medical sciences</subject><subject>Choice Behavior</subject><subject>Cognition & reasoning</subject><subject>Consequence</subject><subject>Cues</subject><subject>Effects</subject><subject>Evaluation Methods</subject><subject>False Memory</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Guessing (Tests)</subject><subject>Human</subject><subject>Humans</subject><subject>Knowledge</subject><subject>Knowledge Level</subject><subject>Learning. Memory</subject><subject>Memory</subject><subject>Mental Recall</subject><subject>Multiple Choice (Testing Method)</subject><subject>Multiple Choice Tests</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Recall (Psychology)</subject><subject>School Learning</subject><subject>Students</subject><subject>Test Wiseness</subject><subject>Testing</subject><subject>Tests</subject><issn>0278-7393</issn><issn>1939-1285</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kU9v1DAQxS0EokvhE4BQhFROZLE9duwcq1VbQOXPYTlbE2fSusomwU4Q_fYk7KoVFcIX23q_mXl6w9hLwdeCg3nPpbG5gRLWINZ6LYTWj9hKlFDmQlr9mK3uiCP2LKUbvhywT9mRKKSyRtsVO91eU_atT2EMPynDrs6-0BX--Wz6LtGPiTpPKeub7PPUjmFoKd9c98FTtqU0hu7qOXvSYJvoxeE-Zt_Pz7abD_nl14uPm9PLHJXRY14pXXsUWApqClM1jZYkuC-9ACAh6_lJhSX0WINECVSBV5wro9AYjxUcs7f7vkPsZ1dpdLuQPLUtdtRPyRXWALelnsE3D8Cbford7M0VQimQpS7_B0mhoDClkjMEe8jHPqVIjRti2GG8dYK7ZQduSdgtCTsQTrtlB3PV60PrqdpRfV9zCH0GTg4AJo9tE7HzId1zRoKxfBn_as9RDP5OPvtkQBkQs_xuL-OAbki3HuMYfEvJTzFSN7pf7e4vWyf_xh9wvwGPsLMM</recordid><startdate>20050901</startdate><enddate>20050901</enddate><creator>Roediger, Henry L</creator><creator>Marsh, Elizabeth J</creator><general>American Psychological Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope><scope>7X8</scope></search><sort><creationdate>20050901</creationdate><title>The Positive and Negative Consequences of Multiple-Choice Testing</title><author>Roediger, Henry L ; Marsh, Elizabeth J</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a475t-b45dca1a91ef67bff52e10c9c133e12d0c9e68eacad32a23eb3c400474a77cab3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Biological and medical sciences</topic><topic>Choice Behavior</topic><topic>Cognition & reasoning</topic><topic>Consequence</topic><topic>Cues</topic><topic>Effects</topic><topic>Evaluation Methods</topic><topic>False Memory</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Guessing (Tests)</topic><topic>Human</topic><topic>Humans</topic><topic>Knowledge</topic><topic>Knowledge Level</topic><topic>Learning. Memory</topic><topic>Memory</topic><topic>Mental Recall</topic><topic>Multiple Choice (Testing Method)</topic><topic>Multiple Choice Tests</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Recall (Psychology)</topic><topic>School Learning</topic><topic>Students</topic><topic>Test Wiseness</topic><topic>Testing</topic><topic>Tests</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Roediger, Henry L</creatorcontrib><creatorcontrib>Marsh, Elizabeth J</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of experimental psychology. Learning, memory, and cognition</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Roediger, Henry L</au><au>Marsh, Elizabeth J</au><au>Nelson, Thomas O</au><au>Masson, Michael E. J</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ734731</ericid><atitle>The Positive and Negative Consequences of Multiple-Choice Testing</atitle><jtitle>Journal of experimental psychology. Learning, memory, and cognition</jtitle><addtitle>J Exp Psychol Learn Mem Cogn</addtitle><date>2005-09-01</date><risdate>2005</risdate><volume>31</volume><issue>5</issue><spage>1155</spage><epage>1159</epage><pages>1155-1159</pages><issn>0278-7393</issn><eissn>1939-1285</eissn><abstract>Multiple-choice tests are commonly used in educational settings but with unknown effects on students' knowledge. The authors examined the consequences of taking a multiple-choice test on a later general knowledge test in which students were warned not to guess. A large positive testing effect was obtained: Prior testing of facts aided final cued-recall performance. However, prior testing also had negative consequences. Prior reading of a greater number of multiple-choice lures decreased the positive testing effect and increased production of multiple-choice lures as incorrect answers on the final test. Multiple-choice testing may inadvertently lead to the creation of false knowledge.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><pmid>16248758</pmid><doi>10.1037/0278-7393.31.5.1155</doi><tpages>5</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0278-7393 |
| ispartof | Journal of experimental psychology. Learning, memory, and cognition, 2005-09, Vol.31 (5), p.1155-1159 |
| issn | 0278-7393 1939-1285 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_68730895 |
| source | APA PsycARTICLES; MEDLINE; Business Source Complete |
| subjects | Biological and medical sciences Choice Behavior Cognition & reasoning Consequence Cues Effects Evaluation Methods False Memory Fundamental and applied biological sciences. Psychology Guessing (Tests) Human Humans Knowledge Knowledge Level Learning. Memory Memory Mental Recall Multiple Choice (Testing Method) Multiple Choice Tests Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Recall (Psychology) School Learning Students Test Wiseness Testing Tests |
| title | The Positive and Negative Consequences of Multiple-Choice Testing |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-13T05%3A41%3A06IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Positive%20and%20Negative%20Consequences%20of%20Multiple-Choice%20Testing&rft.jtitle=Journal%20of%20experimental%20psychology.%20Learning,%20memory,%20and%20cognition&rft.au=Roediger,%20Henry%20L&rft.date=2005-09-01&rft.volume=31&rft.issue=5&rft.spage=1155&rft.epage=1159&rft.pages=1155-1159&rft.issn=0278-7393&rft.eissn=1939-1285&rft_id=info:doi/10.1037/0278-7393.31.5.1155&rft_dat=%3Cproquest_cross%3E614432959%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=614432959&rft_id=info:pmid/16248758&rft_ericid=EJ734731&rfr_iscdi=true |