Unannounced Test Research Articles

The predictive effects of reading speed and positive affect on first and second language incidental vocabulary acquisition through reading an authentic novel

Abstract This study investigated the effects of two learner-related factors on English as a first language (L1E) (n = 20) and English as a foreign language (EFL) (n = 20) learners’ incidental vocabulary acquisition through reading an authentic novel. Central to the study was the participants’ reading of the novel: A Clockwork Orange by British novelist Anthony Burgess. The novel contains slovos, which are words from nadsat, a foreignized argot used by the teenage gang members in the novel. Two unannounced tests followed the reading to measure the participants’ word meaning recall and recognition of target words. Regression analyses revealed that reading speed was a robust factor that affected both the L1E and the EFL learners’ acquisition of both word meaning recall and recognition; apparently, the faster the reading, the more words the readers acquired. However, positive affect, measured as reading enjoyment, did not turn out to be a factor in word acquisition. The findings indicate that the cognitive factor, i.e., reading speed, overrides the positive affect of reading enjoyment in determining L1E and EFL learners’ incidental vocabulary acquisition through reading. This research concludes with a discussion of the pedagogical implications of repeated and extensive reading, which promote the development of reading speed.

Practicing retrieval in university teaching: short-answer questions are beneficial, whereas multiple-choice questions are not

ABSTRACT Proponents of the testing effect claim that answering questions about the learning content benefits retention more than does additional restudying—even without corrective feedback. In educational contexts, evidence for this claim is scarce and points toward differential effects for different question formats: Benefits emerged for short-answer questions but not for multiple-choice questions. The present study implemented an experimentally controlled, minimal intervention design in five sessions of an existing lecture. In each session, participants reviewed lecture content by answering short-answer questions, multiple-choice questions, or reading summarising statements. An unannounced test measured the retention of learning content. Bayesian analyses revealed a positive testing effect for short-answer questions that was strongest for difficult practice questions. Analyses also provided evidence for the absence of a testing effect for multiple-choice questions. These results suggest that short-answer testing is more beneficial than multiple-choice testing in a higher education context when feedback is not provided.

A virtual dairy herd as a tool to teach dairy production and management

The objective of this project was to develop and test a web-based virtual dairy herd to help students understand the structure and functioning of a dairy herd, and to promote active learning. At the beginning of the course, the instructor defines the profiles of herds to be assigned to students (e.g., herd size, production, diets, fertility). Each student has a unique herd and engages in decision-making for desired management practices in the herd. Modeled events are based on cow physiology and normal dairy herd management practices. Students' activities and decisions include heat detection, insemination, pregnancy diagnosis, dry-off, diet specifications, feeding groups, colostrum and milk-replacer feeding, weaning, treatment of diseases, and milk withdrawal from the tank if antibiotics are used, among others. The daily output provides information on technical indexes, economic performance, counters of incorrect decisions as feedback for students, and score. Time in class can be devoted to discussions of dairy management issues. Additional exercises based on students' own herds (e.g., calculating required space for cows, land for forage production, manure management) can also be implemented. Students' performance in the virtual dairy farm was monitored over 3 years. The average score (n = 326) was 87.8 ± 1.1 over 100 points, suggesting that self-learning with the virtual dairy farm was highly successful. At the end of each semester, students (n = 277) responded to a survey on the experience of working with the virtual dairy herd. Most students (>87%) agreed that the virtual dairy herd was more effective and motivating than traditional lectures and helped them understand dairy production better. In an unannounced test conducted at least 2 wk before the final exam, students (n = 207) were asked 14 questions on dairy cattle and 14 similar questions on other species taught in the same class through traditional lectures. A similar test on the same students (n = 142) was conducted in their fifth semester (2 years later). Results were better in dairy compared with other species questions in the first (9.6 vs. 3.7) and fifth (8.0 vs. 3.8) semesters. The virtual dairy herd is an effective tool for teaching introductory courses in dairy production. The program can be accessed at www.virtualdairyfarm.org, and a manual and videos with instructions for instructors and students are available online.

A randomized controlled trial of interleaved mathematics practice.

We report the results of a preregistered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no 2 consecutive problems require the same strategy. Previous small-scale studies found that practice assignments with a greater proportion of interleaved practice produced higher test scores. In the present study, we assessed the efficacy and feasibility of interleaved practice in a naturalistic setting with a large, diverse sample. Each of 54 7th-grade mathematics classes periodically completed interleaved or blocked assignments over a period of 4 months, and then both groups completed an interleaved review assignment. One month later, students took an unannounced test, and the interleaved group outscored the blocked group, 61% versus 38%, d = 0.83. Teachers were able to implement the intervention without training, and they later expressed support for interleaved practice in an anonymous survey they completed before they knew the results of the study. Although important caveats remain, the results suggest that interleaved mathematics practice is effective and feasible. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Evaluation of medical student retention of clinical skills following simulation training

BackgroundAdequate clinical skills training is a challenge for present day medical education. Simulation Based Education (SBE) is playing an increasingly important role in healthcare education worldwide to teach invasive procedures. The impact of this teaching on students along with retention of what is taught is not fully understood. The purpose of this study was to evaluate the retention levels of practical skills taught and assessed by SBE and to explore the degree of re-training required to restore decayed performance. In exploring this aim, the study further investigates how skilled performance decays over time and which dimensions of clinical skills were more likely to decay.MethodsStudy participants were 51 final year medical students. They were provided with online pre-course videos and procedural guides asynchronously with repeatedly access. 7 of the skills taught over 2 years using task trainers were selected. Following demonstration from faculty, students practiced in small groups with faculty facilitated supervision and peer support prior to formal testing. Score sheets with itemised procedure checklists detailing the minimum passing standard (MPS) for each skill were designed. To test retention of skills, 18 months later, there was an unannounced test to demonstrate proficiency in the skills. Students were asked to complete a questionnaire indicating how many times and where they had practiced or performed the skills.Results55% of the students were deficient in 3 or more skills and 4% were not competent in 5 or more skills. A significant number of students had never practiced some skills following the initial teaching session. A relationship was noted with the number of times students self-declared that they had practiced and their performance. Decay is evident in both psychomotor and cognitive domains of the skills.ConclusionA curriculum with deliberate practice significantly increases the competence of students in defined clinical skills. Deliberate practice of clinical skills, under supervision of an engaged instructor, is a key component of the mastery model. Experiences and assessments in the clinical setting need to be augmented with focus on direct observation and focused feedback to reinforce the skills acquired in the simulated setting.

Results of an unannounced proficiency test for the quantification of hepatitis C virus (HCV) RNA in Shanghai, China

Sensitive and accurate hepatitis C virus (HCV) RNA quantification is essential for the management of chronic hepatitis C therapy. Currently, in Shanghai, China, many laboratories offer to quantify the HCV RNA level using various reverse transcription-polymerase chain reaction (rRT-PCR) assays, but the degree of proficiency may vary between them. The objective of this study was to realistically evaluate the performance of clinical laboratories for HCV RNA quantification by a new way of proficiency test program (unannounced inspection). Inactivated chimeric influenza viral particles (CIVP) encapsulating specific RNA sequences of HCV were prepared as positive samples. The sample panel, which consisted of two negative and eight positive samples with different concentrations of CIVP (25 IU/ml to 2.5×106 IU/ml), was distributed to 40 clinical laboratories for HCV RNA quantification. The results reported by the participating laboratories were compared and scored. It was found that 75 % (30/40) of the laboratories obtained an acceptable or better performance score, while the other 10 laboratories had room for improvement. Reported results for individual samples ranged from 125 IU/ml (minimum) to 6.0×104 IU/ml (maximum). The greatest variation was observed for samples with a relatively low concentration. Interlaboratory variability among replicate samples was significantly greater than intralaboratory variability (p < 0.05). Our results demonstrate that there is room for some laboratories to improve their performance in the quantification of HCV RNA in Shanghai. Additionally, this study underlines the importance of unannounced inspection for realistically monitoring the quality of diagnostic laboratories.

Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking to Introductory Biology Students.

The ability to interpret and reason from Tree of Life (ToL) diagrams has become a vital component of science literacy in the 21st century. This article reports on the effectiveness of a research-based curriculum, including an instructional booklet, laboratory, and lectures, to teach the fundamentals of such tree thinking in an introductory biology class for science majors. We present the results of a study involving 117 undergraduates who received either our new research-based tree-thinking curriculum or business-as-usual instruction. We found greater gains in tree-thinking abilities for the experimental instruction group than for the business-as-usual group, as measured by performance on our novel assessment instrument. This was a medium size effect. These gains were observed on an unannounced test that was administered ∼5-6 weeks after the primary instruction in tree thinking. The nature of students' postinstruction difficulties with tree thinking suggests that the critical underlying concept for acquiring expert-level competence in this area is understanding that any specific phylogenetic tree is a subset of the complete, unimaginably large ToL.

A randomised control trial to compare retention rates of two cardiopulmonary resuscitation instruction methods in the novice

BackgroundStudies show that after implementation of chest compression only CPR (CCC) in the community, there was an increase in bystander CPR rates and survival of OHCA victims. There have been very few studies to compare the retention rates of CCC and conventional CPR (CVC) in lay people. MethodsFirst year nursing students were randomised into one of the two CPR training methods: CVC – 30 chest compressions, followed by 2 mouth-to-mouth ventilations; and CCC – 100 chest compressions with 10s of rest before the next compression cycle. Within each group, they were sub-randomised into two groups for locating chest compression landmark: 2F – 2 finger-breadth proximal from xiphoid process, identified by tracing the lower margin of the victim's rib cage; or SL – shown the approximate location on the lower half of the sternum. 6 months later, participants underwent an unannounced test to perform one-man CPR on a moulaged mannikin. ResultsDuring the test, CVC groups did significantly fewer chest compressions per minute than CCC groups (57.8±23.7 vs 77.7±24.2, adjusted p<0.001). SL groups compressed significantly deeper than 2F groups (34.3±11.5cm vs 27.3±13.7cm, adjusted p<0.001), and was associated with higher rate of correct landmark for chest compression. 50.0% of the participants did not compress at the correct location. For those who were trained in CVC, only 3.7% were able to perform ≥10 effective ventilations in 5min. ConclusionCCC, with SL as the method to locate landmark for chest compression, should be taught to lay people.

Interleaved practice improves mathematics learning.

A typical mathematics assignment consists primarily of practice problems requiring the strategy introduced in the immediately preceding lesson (e.g., a dozen problems that are solved by using the Pythagorean theorem). This means that students know which strategy is needed to solve each problem before they read the problem. In an alternative approach known as interleaved practice, problems from the course are rearranged so that a portion of each assignment includes different kinds of problems in an interleaved order. Interleaved practice requires students to choose a strategy on the basis of the problem itself, as they must do when they encounter a problem during a comprehensive examination or subsequent course. In the experiment reported here, 126 seventh-grade students received the same practice problems over a 3-month period, but the problems were arranged so that skills were learned by interleaved practice or by the usual blocked approach. The practice phase concluded with a review session, followed 1 or 30 days later by an unannounced test. Compared with blocked practice, interleaved practice produced higher scores on both the immediate and delayed tests (Cohen’s ds 0.42 and 0.79, respectively).

Unannounced memory tests are not necessarily unexpected by participants: test expectation and its consequences in the repeated test paradigm.

In memory research, many paradigms take advantage of repeated testing. One phenomenon that is revealed through this procedure is hypermnesia, a net increase in memory performance over repeated tests. While this effect is robustly found, a consensus about the underlying mechanism is still pending. This paper investigates whether test expectancy may have contributed to this circumstance. The present research demonstrates that it may not be assumed that unannounced memory tests come as a surprise to participants. Based on the violation of fundamental conversational norms as well as the informative function of experimental procedures, systematic discrepancies between participants' expectations and experimenters' announcements may occur. Following identical instructions, test expectancy was shown to be a function of the experimental procedure (Exp. 1). Anticipation of an additional memory test did not affect hypermnesia; however, it did affect item fluctuation: Those participants who expected (vs. did not expect) another test showed reduced forgetting and--at the same time--reduced reminiscence (Exp. 2a and b). Consequently, our results show that test expectation does affect memory performance. It remains open, however, why this effect occurs and whether this generalizes to other research paradigms that apply "surprise" recall tests, which may not truly be surprises.

Research on the Individual Development of Children by Eliminating Stressors

This study presents an empirical research on the identification and observation of the students’ manifestations under various circumstances of stress, among which: time pressure, unexpected exam, unknown examiner, overstrain, language. The research was conducted at the National Pedagogical College “Ştefan cel Mare” from Bacău and consisted in assisting and observing 26 lessons of Mathematics and 26 lessons of Information and Communication Technologies, involving a group of 126 middle-school students and 24 teachers of various specializations. The tests and questionnaires applied have shown the relevance of becoming aware of the impact of stress, as well as of finding ways to minimize its harmful secondary effects, as many diseases are highly associated with wrong responses, adaptation to stress, external factors, sanctions, failure of the adjustment process, which lead to the onset of illness or unhappiness. Regarding these problems, we are looking for solutions in the form of best teaching-learning strategies, in order to increase enthusiasm for school activities, decrease the number of school absences, control alcohol, coffee or drugs consumption. The 20 students in the third year from the Faculty of Mathematics, “Vasile Alecsandri” University of Bacău, have conducted a research during their pedagogical practice included in their initial teacher training. The research has focused on emotional intelligence and implied direct observation of the students’ behaviour during an unannounced test at Mathematics, with the subsequent application of a questionnaire.

The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems

Most mathematics assignments consist of a group of problems requiring the same strategy. For example, a lesson on the quadratic formula is typically followed by a block of problems requiring students to use that formula, which means that students know the appropriate strategy before they read each problem. In an alternative approach, different kinds of problems appear in an interleaved order, which requires students to choose the strategy on the basis of the problem itself. In the classroom-based experiment reported here, grade 7 students (n = 140) received blocked or interleaved practice over a nine-week period, followed two weeks later by an unannounced test. The mean test scores were greater for material learned by interleaved practice rather than by blocked practice (72 % vs. 38 %, d = 1.05). This interleaving effect was observed even though the different kinds of problems were superficially dissimilar from each other, whereas previous interleaved mathematics studies had required students to learn nearly identical kinds of problems. We conclude that interleaving improves mathematics learning not only by improving discrimination between different kinds of problems, but also by strengthening the association between each kind of problem and its corresponding strategy.

The effect of a discrimination task on L2 learners' recall of collocations and compounds

This paper reports an experiment in which 24 two‐word phrases (collocations and compounds) were dictated to 38 adultEFLstudents who were then asked to discriminate between ones which manifest consonant repetition across the two words (e.g.privateproperty;importantpoint,) and ones which do not (e.g.private collection;important thing). The students' ability to recall the phrases was subsequently gauged in unannounced tests. Phrases that were judged by the students to meet the criterion (i.e. +consonant repetition) were significantly better recalled in the post‐test regardless of whether their judgement was correct. The finding that a discrimination activity results in superior recall of items that are thought to display a stipulated trait over those that do not is relevant for the experimental study of memory and can be exploited in second language instruction.

Is alliteration mnemonic without awareness-raising?

English phraseology abounds with alliterative multiword units (e.g., slippery slope), which suggests that alliterative word strings have a comparative advantage to become stock phrases. One plausible explanation for this advantage is that alliterative word strings are relatively memorable, all else being equal, although there is little directly pertinent empirical evidence. In the context of instructed second language acquisition, it has been suggested that alliteration has a good potential to facilitate the learning of multiword units (MWU), at least when learners are made aware of the presence of alliteration in these units. In the present article, we investigate whether alliteration also makes MWUs comparatively memorable also in the absence of awareness-raising. English alliterative phrases and matched controls were dictated to EFL learners whose ability to recall the phrases was subsequently gauged in unannounced tests. We found a modest, short-lived mnemonic effect of alliteration. This points to an important role for awareness-raising if teachers or materials writers wish to help learners capitalise on the mnemonic advantage afforded by alliteration.

Learning through role-playing games: an approach for active learning and teaching

This study evaluates the use of role-playing games (RPGs) as a methodological approach for teaching cellular biology, assessing student satisfaction, learning outcomes, and retention of acquired knowledge. First-year undergraduate medical students at two Brazilian public universities attended either an RPG-based class (RPG group) or a lecture (lecture-based group) on topics related to cellular biology. Pre- and post-RPG-based class questionnaires were compared to scores in regular exams and in an unannounced test one year later to assess students' attitudes and learning. From the 230 students that attended the RPG classes, 78.4% responded that the RPG-based classes were an effective tool for learning; 55.4% thought that such classes were better than lectures but did not replace them; and 81% responded that they would use this method. The lecture-based group achieved a higher grade in 1 of 14 regular exam questions. In the medium-term evaluation (one year later), the RPG group scored higher in 2 of 12 questions. RPG classes are thus quantitatively as effective as formal lectures, are well accepted by students, and may serve as educational tools, giving students the chance to learn actively and potentially retain the acquired knowledge more efficiently.

Tumor architecture exerts no bias on nuclear grading in breast cancer diagnosis

We recently reported that nuclear grading in prostate cancer is subject to a strong confirmation bias induced by the tumor architecture. We now wondered whether a similar bias governs nuclear grading in breast carcinoma. An unannounced test was performed at a pathology conference. Pathologists were asked to grade nuclei in a PowerPoint presentation. Circular high power fields of 27 invasive ductal carcinomas were shown, superimposed over low power background images of either tubule-rich or tubule-poor carcinomas. We found (a) that diagnostic reproducibility of nuclear grades was poor to moderate (weighed kappa values between 0.07 and 0.54, 27 cases, 44 graders), but (b) that nuclear grades were not affected by the tumor architecture. We speculate that the categorized grading in breast cancer, separating tubule formation, nuclear pleomorphism, and mitotic figure counts in a combined three tier score, prevents the bias that architecture exerts on nuclear grades in less well-controlled situations.

Sensitive maintenance: A cognitive process underlying individual differences in memory for threatening information.

Dispositional styles of coping with threat influence memory for threatening information. In particular, sensitizers excel over repressors in their memory for threatening information after long retention intervals, but not after short ones. We therefore suggested that sensitizers, but not repressors, employ active maintenance processes during the retention interval to selectively retain threatening material. Sensitive maintenance was studied in 2 experiments in which participants were briefly exposed to threatening and nonthreatening pictures (Experiment 1, N = 128) or words (Experiment 2, N = 145). Following, we administered unannounced recognition tests before and after an intervening task that generated either high or low cognitive load, assuming that high cognitive load would impede sensitizers' memory maintenance of threatening material. Supporting our hypotheses, the same pattern of results was obtained in both experiments: Under low cognitive load, sensitizers forgot less threat material than repressors did; no such differences were observed under high cognitive load.

Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination

We investigated how long-term retention of new words was affected by task type, number of word occurrences in the teaching materials and the combination of the two factors. The tasks were: reading a text with occasional Focus on Form when learners used dictionaries (T+F), or reading a text with Focus on Forms, i.e. word focused exercises (T+Fs). The words occurred 2—3, 4—5, and 6—7 times. Consequently, there were six conditions that reflected the 2 × 3 ‘task × occurrence’ combinations. Learners were exposed to 60 target words, 10 words in each condition during a 13-week course of study, and were subsequently tested on them by two unannounced tests: passive recall and passive recognition. An increase in word occurrence was found to have an effect on retention in T+Fs only. Starting with 4 occurrences, T+Fs fared better than T+F. Task type effect was superior to the effect of word occurrence in recall only (2 word exercises fared better than 6—7 occurrences in text). The value of word-focused practice was also confirmed by learners’ responses to an introspective questionnaire.

Use of unannounced spaced telephone testing to improve retention of knowledge after life-support courses

Background: Life-support courses improve knowledge and skills but attrition of factual knowledge is considerable. There is evidence that retention can be improved by spaced testing.Aim: To investigate the effect of spaced testing on retention of knowledge after a life-support course.Method: In a prospective-controlled trial using stratified randomization, 19 final-year medical students followed a half-day life-support course involving an identical written pre-test and end-of-course test consisting of a factual and a clinical case-based test (CCT). They were subsequently assigned to an intervention and a control group matched for the end-of-course test scores. The intervention group was given four unannounced spaced CCTs intermediate tests over 2 months. The control group took one intermediate test at 6 weeks. All students took a final retention test identical to the pre-test at 2 months.Results: Test performance improved equally in both groups immediately after the course. Students in the intervention group retained factual information significantly better than those in the control group. There was no difference in performance on the CCTs.Conclusion: Unannounced spaced testing seems to have a positive effect on retention of factual knowledge after life-support courses. There was no evidence of an effect on clinical problem-solving ability.

Repetition priming and the haptic recognition of familiar and unfamiliar objects

In four experiments, we examined the haptic recognition of 3-D objects. In Experiment 1, blindfolded participants named everyday objects presented haptically in two blocks. There was significant priming of naming, but no cost of an object changing orientation between blocks. However, typical orientations of objects were recognized more quickly than nonstandard orientations. In Experiment 2, participants accurately performed an unannounced test of memory for orientation. The lack of orientation-specific priming in Experiment 1, therefore, was not because participants could not remember the orientation at which they had first felt an object. In Experiment 3, we examined haptic naming of objects that were primed either haptically or visually. Haptic priming was greater than visual priming, although significant cross-modal priming was also observed. In Experiment 4, we tested recognition memory for familiar and unfamiliar objects using an old-new recognition task. Objects were recognized best when they were presented in the same orientation in both blocks, suggesting that haptic object recognition is orientation sensitive. Photographs of the unfamiliar objects may be downloaded from www.psychonomic.org/archive.