ITEC 715

1
ITEC 715

• Computer Foundations for Instructional Multimedia

Week 12
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 words 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

• 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
• Continue to study all 40 words and to test
  learners on all 40 words (ST)
• Drop correctly recalled words from study
  sessions, but continue to test learners on the
  whole list of words (SNT)
• Continue to study the whole list of words, but
  drop correctly recalled words from subsequent
  tests (STN)
• Drop correctly recalled words from subsequent
  study and test sessions (SNTN)

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

• Experimental Data

Total number of study trials
Total number of test trials
160 160
76.8 160
160 83
77.4 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
ITEC 715
Research on Assessments

• Experimental Results

ST and STN ? Same number of study trials (160
each) SNT and SNTN ? Similar number of study
trials (76.8, 77.4) ST and SNT ? Same number of
test trials (160 each)STN and SNTN ? Similar
number of test trials (83, 77.4)
Total number of study trials
Total number of test trials
Data Analysis
160 160
76.8 160
160 83
77.4 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)
9
ITEC 715
Research on Assessments
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 STN condition than in the SNTN condition, but
this produced practically no gain in retention.
Likewise, about 80 more study trials occurred in
the ST condition than in the SNT 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 STN condition, and in the SNT condition
versus the SNTN condition), repeated retrieval
practice led to greater than 150 improvements in
long-term retention. p. 967
See Karpicke, J.D., and Roediger, H.L., III
(2008). The Critical Importance of Retrieval for
Learning. Science, 319, 966-968 (February 15 2008)
10
For Next Week

• Bring in your script next week for an internal
  peer review with your classmates. The final
  script will be due December 1st.
• On December 8, 2011 (Week 16), 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.