Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment

The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respec...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Ralf Rummer [verfasserIn] Judith Schweppe [verfasserIn] Annett Schwede [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2019

Schlagwörter:	testing effect retrieval practice open-book test closed-book test classroom study

Übergeordnetes Werk:	In: Frontiers in Psychology - Frontiers Media S.A., 2010, 10(2019)
Übergeordnetes Werk:	volume:10 ; year:2019

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3389/fpsyg.2019.00463

Katalog-ID:	DOAJ009101543

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520			\|a The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respective lesson. Half the participants (open-book group) were allowed to use their notes and the course materials, which had been distributed at the beginning of each class; the other half was not allowed to use these materials (closed-book group). A surprise test conducted in the eighth week demonstrated better results for the closed-book group. Further 6 weeks later, the final module exam took place. A number of questions in this exam concerned the learning matters instructed during the critical seven lessons. Even with respect to these questions, the closed-book group performed better than the open-book group. We discuss these results with respect to two possible explanations, retrieval practice and motivational differences.
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allfields	10.3389/fpsyg.2019.00463 doi (DE-627)DOAJ009101543 (DE-599)DOAJcddc0d8b72124d1f83ee4298ebc281f4 DE-627 ger DE-627 rakwb eng BF1-990 Ralf Rummer verfasserin aut Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respective lesson. Half the participants (open-book group) were allowed to use their notes and the course materials, which had been distributed at the beginning of each class; the other half was not allowed to use these materials (closed-book group). A surprise test conducted in the eighth week demonstrated better results for the closed-book group. Further 6 weeks later, the final module exam took place. A number of questions in this exam concerned the learning matters instructed during the critical seven lessons. Even with respect to these questions, the closed-book group performed better than the open-book group. We discuss these results with respect to two possible explanations, retrieval practice and motivational differences. testing effect retrieval practice open-book test closed-book test classroom study Psychology Ralf Rummer verfasserin aut Judith Schweppe verfasserin aut Annett Schwede verfasserin aut Annett Schwede verfasserin aut In Frontiers in Psychology Frontiers Media S.A., 2010 10(2019) (DE-627)631495711 (DE-600)2563826-9 16641078 nnns volume:10 year:2019 https://doi.org/10.3389/fpsyg.2019.00463 kostenfrei https://doaj.org/article/cddc0d8b72124d1f83ee4298ebc281f4 kostenfrei https://www.frontiersin.org/article/10.3389/fpsyg.2019.00463/full kostenfrei https://doaj.org/toc/1664-1078 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2019
spelling	10.3389/fpsyg.2019.00463 doi (DE-627)DOAJ009101543 (DE-599)DOAJcddc0d8b72124d1f83ee4298ebc281f4 DE-627 ger DE-627 rakwb eng BF1-990 Ralf Rummer verfasserin aut Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respective lesson. Half the participants (open-book group) were allowed to use their notes and the course materials, which had been distributed at the beginning of each class; the other half was not allowed to use these materials (closed-book group). A surprise test conducted in the eighth week demonstrated better results for the closed-book group. Further 6 weeks later, the final module exam took place. A number of questions in this exam concerned the learning matters instructed during the critical seven lessons. Even with respect to these questions, the closed-book group performed better than the open-book group. We discuss these results with respect to two possible explanations, retrieval practice and motivational differences. testing effect retrieval practice open-book test closed-book test classroom study Psychology Ralf Rummer verfasserin aut Judith Schweppe verfasserin aut Annett Schwede verfasserin aut Annett Schwede verfasserin aut In Frontiers in Psychology Frontiers Media S.A., 2010 10(2019) (DE-627)631495711 (DE-600)2563826-9 16641078 nnns volume:10 year:2019 https://doi.org/10.3389/fpsyg.2019.00463 kostenfrei https://doaj.org/article/cddc0d8b72124d1f83ee4298ebc281f4 kostenfrei https://www.frontiersin.org/article/10.3389/fpsyg.2019.00463/full kostenfrei https://doaj.org/toc/1664-1078 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2019
allfields_unstemmed	10.3389/fpsyg.2019.00463 doi (DE-627)DOAJ009101543 (DE-599)DOAJcddc0d8b72124d1f83ee4298ebc281f4 DE-627 ger DE-627 rakwb eng BF1-990 Ralf Rummer verfasserin aut Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respective lesson. Half the participants (open-book group) were allowed to use their notes and the course materials, which had been distributed at the beginning of each class; the other half was not allowed to use these materials (closed-book group). A surprise test conducted in the eighth week demonstrated better results for the closed-book group. Further 6 weeks later, the final module exam took place. A number of questions in this exam concerned the learning matters instructed during the critical seven lessons. Even with respect to these questions, the closed-book group performed better than the open-book group. We discuss these results with respect to two possible explanations, retrieval practice and motivational differences. testing effect retrieval practice open-book test closed-book test classroom study Psychology Ralf Rummer verfasserin aut Judith Schweppe verfasserin aut Annett Schwede verfasserin aut Annett Schwede verfasserin aut In Frontiers in Psychology Frontiers Media S.A., 2010 10(2019) (DE-627)631495711 (DE-600)2563826-9 16641078 nnns volume:10 year:2019 https://doi.org/10.3389/fpsyg.2019.00463 kostenfrei https://doaj.org/article/cddc0d8b72124d1f83ee4298ebc281f4 kostenfrei https://www.frontiersin.org/article/10.3389/fpsyg.2019.00463/full kostenfrei https://doaj.org/toc/1664-1078 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2019
allfieldsGer	10.3389/fpsyg.2019.00463 doi (DE-627)DOAJ009101543 (DE-599)DOAJcddc0d8b72124d1f83ee4298ebc281f4 DE-627 ger DE-627 rakwb eng BF1-990 Ralf Rummer verfasserin aut Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respective lesson. Half the participants (open-book group) were allowed to use their notes and the course materials, which had been distributed at the beginning of each class; the other half was not allowed to use these materials (closed-book group). A surprise test conducted in the eighth week demonstrated better results for the closed-book group. Further 6 weeks later, the final module exam took place. A number of questions in this exam concerned the learning matters instructed during the critical seven lessons. Even with respect to these questions, the closed-book group performed better than the open-book group. We discuss these results with respect to two possible explanations, retrieval practice and motivational differences. testing effect retrieval practice open-book test closed-book test classroom study Psychology Ralf Rummer verfasserin aut Judith Schweppe verfasserin aut Annett Schwede verfasserin aut Annett Schwede verfasserin aut In Frontiers in Psychology Frontiers Media S.A., 2010 10(2019) (DE-627)631495711 (DE-600)2563826-9 16641078 nnns volume:10 year:2019 https://doi.org/10.3389/fpsyg.2019.00463 kostenfrei https://doaj.org/article/cddc0d8b72124d1f83ee4298ebc281f4 kostenfrei https://www.frontiersin.org/article/10.3389/fpsyg.2019.00463/full kostenfrei https://doaj.org/toc/1664-1078 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2019
allfieldsSound	10.3389/fpsyg.2019.00463 doi (DE-627)DOAJ009101543 (DE-599)DOAJcddc0d8b72124d1f83ee4298ebc281f4 DE-627 ger DE-627 rakwb eng BF1-990 Ralf Rummer verfasserin aut Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respective lesson. Half the participants (open-book group) were allowed to use their notes and the course materials, which had been distributed at the beginning of each class; the other half was not allowed to use these materials (closed-book group). A surprise test conducted in the eighth week demonstrated better results for the closed-book group. Further 6 weeks later, the final module exam took place. A number of questions in this exam concerned the learning matters instructed during the critical seven lessons. Even with respect to these questions, the closed-book group performed better than the open-book group. We discuss these results with respect to two possible explanations, retrieval practice and motivational differences. testing effect retrieval practice open-book test closed-book test classroom study Psychology Ralf Rummer verfasserin aut Judith Schweppe verfasserin aut Annett Schwede verfasserin aut Annett Schwede verfasserin aut In Frontiers in Psychology Frontiers Media S.A., 2010 10(2019) (DE-627)631495711 (DE-600)2563826-9 16641078 nnns volume:10 year:2019 https://doi.org/10.3389/fpsyg.2019.00463 kostenfrei https://doaj.org/article/cddc0d8b72124d1f83ee4298ebc281f4 kostenfrei https://www.frontiersin.org/article/10.3389/fpsyg.2019.00463/full kostenfrei https://doaj.org/toc/1664-1078 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2003 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2019
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callnumber-first	B - Philosophy, Psychology, Religion
author	Ralf Rummer
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topic_title	BF1-990 Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment testing effect retrieval practice open-book test closed-book test classroom study
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title_sort	open-book versus closed-book tests in university classes: a field experiment
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title_auth	Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment
abstract	The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respective lesson. Half the participants (open-book group) were allowed to use their notes and the course materials, which had been distributed at the beginning of each class; the other half was not allowed to use these materials (closed-book group). A surprise test conducted in the eighth week demonstrated better results for the closed-book group. Further 6 weeks later, the final module exam took place. A number of questions in this exam concerned the learning matters instructed during the critical seven lessons. Even with respect to these questions, the closed-book group performed better than the open-book group. We discuss these results with respect to two possible explanations, retrieval practice and motivational differences.
abstractGer	The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respective lesson. Half the participants (open-book group) were allowed to use their notes and the course materials, which had been distributed at the beginning of each class; the other half was not allowed to use these materials (closed-book group). A surprise test conducted in the eighth week demonstrated better results for the closed-book group. Further 6 weeks later, the final module exam took place. A number of questions in this exam concerned the learning matters instructed during the critical seven lessons. Even with respect to these questions, the closed-book group performed better than the open-book group. We discuss these results with respect to two possible explanations, retrieval practice and motivational differences.
abstract_unstemmed	The present field study compared open-book testing and closed-book testing in two (parallel) introductory university courses in cognitive psychology. The critical manipulation concerned seven lessons. In these lessons, all students received two to three questions concerning the content of the respective lesson. Half the participants (open-book group) were allowed to use their notes and the course materials, which had been distributed at the beginning of each class; the other half was not allowed to use these materials (closed-book group). A surprise test conducted in the eighth week demonstrated better results for the closed-book group. Further 6 weeks later, the final module exam took place. A number of questions in this exam concerned the learning matters instructed during the critical seven lessons. Even with respect to these questions, the closed-book group performed better than the open-book group. We discuss these results with respect to two possible explanations, retrieval practice and motivational differences.
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title_short	Open-Book Versus Closed-Book Tests in University Classes: A Field Experiment
url	https://doi.org/10.3389/fpsyg.2019.00463 https://doaj.org/article/cddc0d8b72124d1f83ee4298ebc281f4 https://www.frontiersin.org/article/10.3389/fpsyg.2019.00463/full https://doaj.org/toc/1664-1078
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up_date	2024-07-03T21:59:43.877Z
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