Abstract
We investigated Montepare’s (2005, 2007) self-correcting procedure for multiple-choice exams. Findings related to memory suggest this procedure should lead to improved retention by encouraging students to distribute the time spent reviewing the material. Results from a general psychology class ( n = 98) indicate that the benefits are not as definitive as expected. Students’ initial performance moderated the benefits of the procedure such that comprehensive final exam scores were significantly higher for the self-correcting condition when controlling for initial quiz performance, with a marginally significant interaction ( p = .06) between initial quiz scores and condition. The findings underscore the importance of using the scientist-educator model to evaluate pedagogical decisions while considering practical implications and return on investment.
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