Background:

Findings from the testing effect literature suggest several ways to achieve testing effects in an authentic classroom, but few consider instructor workload, equity, and resources that determine feasibility and sustainability of testing effect methods in practice.

Objective:

To determine elements and procedures from the testing effect literature for practical application, devise a method for feasibly and sustainably implementing testing effect methods in practice, and determine if a simple way to incorporate retrieval practice into an existing introduction to psychology course was sufficient to observe testing effects.

Method:

Quiz scores of Introductory Psychology sections with and without retrieval practice were compared. Sections with retrieval practice also compared the effects of repeated and new questions on quiz performance.

Results:

Students with retrieval practice performed significantly better on quizzes than those without. Repeated and new retrieval practice were equally superior.

Conclusion:

Retrieval practices can successfully be implemented, feasibly and sustainably, in an authentic classroom environment. Retrieval practice questions can be related to delayed practice questions, rather than exact repeats, to achieve a testing effect.

Teaching Implications:

Distributing low stakes multiple-choice questions throughout lectures is effective for increasing test performance. The current method was neither burdensome to workload, content, or resources.

中文翻译：

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在真正的大学课堂上实现测试效果

背景：

测试效果文献中的发现提出了在真实课堂上实现测试效果的几种方法，但很少考虑指导人员的工作量，公平性和资源，这些因素决定了实践中测试效果方法的可行性和可持续性。

客观的：

为了从测试效果文献中确定实际应用的要素和程序，设计一种在实践中可行且可持续地实施测试效果方法的方法，并确定将检索练习结合到现有的心理学课程导论中的简单方法是否足以观察测试效果。

方法：

比较了有和没有检索练习的入门心理学部分的测验得分。具有检索练习的部分还比较了重复和新问题对测验成绩的影响。

结果：

有检索练习的学生在测验上的表现要明显优于没有检索练习的学生。重复和新的检索实践同样优越。

结论：

检索练习可以在一个真实的教室环境中成功地，可行地和可持续地实施。检索练习题可以与延迟练习题相关，而不是精确重复，以达到测试效果。

教学意义：

在整个讲座中分配低风险的多​​项选择题对于提高测试成绩有效。当前的方法既不会增加工作量，内容或资源的负担。