1. Applying Memory Science to the Classroom: Effects of Reading Questions and Answer Keys on Test Scores
Presenters: Andrea Bretl, Holly Griskell, Erin Harrington
In collaboration with: Emmanuel Bara-Hart, Amanda McCullough, Phuong Quynh Nguyen, Nathaniel Terry

2. Introduction Memory and learning Testing Effect Feedback
Our study: Effect of testing & feedback on quiz scores

3. Testing Effect Roediger and Karpicke (2006) Past: assessment
Now: learning
Testing Effect: Memory retention increases
Why? Recall=stronger memory pathway
Our study: Giving students questions about reading

4. Feedback Self regulation Adjust answers
Beginning learners benefit from immediate feedback (Hattie & Yates 2014)
Our study: written vs. verbal feedback

5. Method

6. Our Study

7. Week 2 Results: Control Section Sample Size (N) Final Quiz Score
Mean(SD) 1 31
6.24 (1.08) 2
5.98 (0.94) 3 32
6.28 (0.98) 4
6.60 (0.81) 5 29
6.28 (0.81)
No significant difference between class sections. Supports that class sections were similar before any experimental manipulations were applied.

8. Week 3 Results: Experimental
Section
Sample Size
Question
Key
Pre-activity Score
Mean(SD)
Final Quiz Score 1 29 N
6.14 (1.85)
5.88 (1.12) 2 31
6.45 (1.86)
5.68 (1.37) 3 27 Y
7.63 (1.39)
6.24 (0.64) 4
6.39 (1.59)
6.33 (1.00)
Questions v. No Questions: Those who received online questions scored significantly higher on pre-activity than those who did not receive questions. No significant difference on final quiz.
Key v. No Key: those who received a key scored significantly higher on final quiz.

9. Week 4 Results: Experimental
Section
Sample Size
Question
Key
Pre-activity Score
Mean(SD)
Final Quiz Score 1 28 N Y
3.88 (1.46)*
5.95 (0.97) 2 31
4.19 (1.44)
5.93 (0.94) 3
3.92 (1.42)*
6.11 (0.96) 4 32
4.83 (1.13)
6.17 (0.93) 5 33
4.18 (1.14)*
6.39 (0.72)
All sections receive keys
Questions v. No Questions: There was a significant difference between section 4 (questions) and sections 1, 3, and 5 on the pre-activity. No significant difference on final quiz.

10. Conclusions
Purpose: View effects of the testing as well as providing immediate feedback in a classroom setting
Findings:
Providing students with answer keys lead to higher final quiz scores
Requiring students to complete questions prior to class lead to higher pre-activity scores

11. Conclusions Limitations: Benefits: High external validity
Not every factor can be manipulated in a classroom setting
Inability to counterbalance as desired
Adaptability of classroom structure
Benefits: High external validity

12. Conclusion Application: Simple intervention
Less summary/ background during class
Allows for more in depth discussion

13. Questions?