Abstract
The benefits of tests as aids to retention learning, beyond their primary evaluation function, have been studied in a variety of settings. This study sought to isolate the effects of take-home tests within a technology education context. The investigation involved instruction via self-paced texts, initial testing of learning, and delayed testing three weeks later. The delayed tests provided the experimental data for the study.
Highlights
Most of the research on testing has concerned standardized tests, but much of the evaluation done in schools is with teacher-made tests (Haynie, 1983, 1990a; Herman & DorrBremme, 1982; Mehrens, 1987; Mehrens & Lehmann, 1987; Moore, 2001; Newman & Stallings, 1982; Stiggins, Conklin, and Bridgeford, 1986)
Purpose and Definition of Terms The purpose of this study was to investigate the effects of take-home tests, in-class tests, and study questions used in anticipation of an upcoming test as aids to retention learning
The research questions posed and addressed by this study were: 1. If delayed retention learning is the objective of instruction, does initial testing of the information aid retention learning better when in-class or take-home tests are given? 2
Summary
Most of the research on testing has concerned standardized tests, but much of the evaluation done in schools is with teacher-made tests (Haynie, 1983, 1990a; Herman & DorrBremme, 1982; Mehrens, 1987; Mehrens & Lehmann, 1987; Moore, 2001; Newman & Stallings, 1982; Stiggins, Conklin, and Bridgeford, 1986). The logical argument was that students in the experimental groups paid more attention to the study of the material and it was difficult to separate the gains made while studying more diligently from those claimed by the investigators to result from the act of taking the test. One of those studies demonstrated a clear separation of these two factors (Haynie, 1990a), and it was conducted in a secondary school setting with videotaped materials as the teaching-learning method.
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