About this paper

Appears in:
Pages: 4087-4090
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0794

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

TESTING THE “TESTING EFFECT” IN A REAL EDUCATIONAL CONTEXT: THE USE OF SOCRATIVE

One of the most effective ways to improve learning is through assessment. An important number of studies have shown that taking a test after studying the content of a subject improves later retention, an effect known as the “testing effect” or “retrieval practice” (Roediger & Karpicke, 2006). Although this is a robust effect, its use is not widespread in the educational context. At least two reasons may underlie this fact. First, most experiments on this effect has been conducted on laboratory settings, not in real educational contexts (McDaniel, Roediger & McDermott, 2007). Second, teachers may be reluctant to conduct repeated testing as it supposes an extra load of work. The fast development of Information and communication technology (ITC) may contribute to solve the second question. Several education apps, such as Socrative and Kahoot, allow online testing and immediate feedback to the students. The present study used one of these apps, Socratitve, to evaluate if testing immediately after a lecture improves later retention, as the testing effect predict, in a real educational context. For this purpose, different tests were developed to assess students’ knowledge in four different topics explained in four lectures spaced out in time. Two groups of students were used. The first one was tested immediately after the lecture and explanation of two topics but not after the other two. The reverse was true for the other group, that is, this second group was tested of the non-tested topics in the first. At the end of term, both groups were tested on a final exam and the scores of the previously tested topics were compared with the scores of the not tested ones. The statistical analyses did not show any difference in the scores of tested and not tested subjects. However, a positive correlation was found between the scores participants obtained by using Socrative and the score on their final test, suggesting that the use of this app is a good tool to assess the student understanding of a topic and therefore for formative assessment.
@InProceedings{LOPEZCRESPO2018TES,
author = {L{\'{o}}pez-Crespo, G. and Mart{\'{i}}n-Albo, J. and Fidalgo, C. and Collado, S. and Carralero, D.},
title = {TESTING THE “TESTING EFFECT” IN A REAL EDUCATIONAL CONTEXT: THE USE OF SOCRATIVE},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0794},
url = {http://dx.doi.org/10.21125/inted.2018.0794},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {4087-4090}}
TY - CONF
AU - G. López-Crespo AU - J. Martín-Albo AU - C. Fidalgo AU - S. Collado AU - D. Carralero
TI - TESTING THE “TESTING EFFECT” IN A REAL EDUCATIONAL CONTEXT: THE USE OF SOCRATIVE
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0794
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 4087
EP - 4090
ER -
G. López-Crespo, J. Martín-Albo, C. Fidalgo, S. Collado, D. Carralero (2018) TESTING THE “TESTING EFFECT” IN A REAL EDUCATIONAL CONTEXT: THE USE OF SOCRATIVE, INTED2018 Proceedings, pp. 4087-4090.
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