1. ITEC 715 Week 13 Computer Foundations for Instructional Multimedia

2. Recent Research on Assessments This Week:

3. ITEC 715 Research on Assessments Learning Objective: When presented with any word from a learner-studied list of 40 English-Swahili word-pairs, the learner must be able to correctly recall the given word’s pair. Example: (study): mashua-boat (test): mashua- ? See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008)

4. ITEC 715 Research on Assessments See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008) Research Objectives After a paired word can be recalled correctly once, what is the effect of four different study/assessment strategies on long- term retention? Each uses an alternating sequence of “study” and “test” periods. The strategies investigated were: 1.Continue to study all 40 words and to test learners on all 40 words (ST) 2.Drop correctly recalled words from study sessions, but continue to test learners on the whole list of words (S N T) 3.Continue to study the whole list of words, but drop correctly recalled words from subsequent tests (ST N ) 4.Drop correctly recalled words from subsequent study and test sessions (S N T N )

5. ITEC 715 Research on Assessments The Experiment: College students were divided into 4 groups (ST, S N T, ST N, S N T N ) and cycled through four study/test sessions. After a week delay, a final test assessed long-term retention for each group. Study Test STSNTSNTST N SNTNSNTN See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008)

6. Question: Which strategy will yield the best long-term retention? Research on Assessments

7. Experimental Data: ITEC 715 Research on Assessments Total number of study trials Total number of test trials 160 76.8 160 160 83 77.4 See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008)

8. Experimental Results: ITEC 715 Research on Assessments Total number of study trials Total number of test trials 160 76.8 160 160 83 77.4 See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008) ST and ST N  Same number of study trials (160 each) S N T and S N T N  Similar number of study trials (76.8, 77.4) ST and S N T  Same number of test trials (160 each) ST N and S N T N  Similar number of test trials (83, 77.4) Data Analysis:

9. ITEC 715 Research on Assessments See: Karpicke, J.D., and Roediger, H.L., III (2008). The Critical Importance of Retrieval for Learning. Science, 319, 966-968 (February 15 2008) Conclusion: “Repeated retrieval practice enhanced long-term retention, whereas repeated studying produced essentially no benefit.” [p. 967] “…about 80 more study trials occurred in the ST N condition than in the S N T N condition, but this produced practically no gain in retention. Likewise, about 80 more study trials occurred in the ST condition than in the S N T condition, and this produced no gain whatsoever in retention. However, when about 80 more test trials occurred in the learning phase (in the ST condition versus the ST N condition, and in the S N T condition versus the S N T N condition), repeated retrieval practice led to greater than 150% improvements in long-term retention.” [p. 967]

10. Bring in your script next week for an internal peer review with your classmates. The final script will be due May 10. On May 17, 2012 (Week 17), you will give your presentation on your final project, and turn in the Final PowerPoint deck of your project, your Page-Type Variety Spreadsheet, and your ID Checklist. For Next Week