Effects of Cued-Recall Versus Recognition Retrieval Practice on Beginning College Students’ Exam Performance

Abstract Cognitive psychologists have found that taking practice tests improves students’ learning, and some claim that tests that require recall are more effective than those that require recognition. This study examined whether recognition (i.e., multiple-choice) quizzes were as effective as cued-recall (i.e., fill-in-the-blank) quizzes for improving introductory psychology students’ exam performance. Chapters covered on each of four exams were assigned to either a no-quiz, fill-in-the-blank-quiz, or multiple-choice-quiz condition, and I evaluated students’ average exam performance on questions related to each quiz condition. Both the multiple-choice and fill-in-the-blank quizzes improved students’ exam scores, and there was no significant difference in the effectiveness of the two types of quizzes.

• Publication year

  2021

• Venue

  College Teaching

• Publication date

  2021-09-02

• Fields of study

  Education, Psychology

• Identifiers
  DOI 10.1080/87567555.2021.1910124
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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