Introduction Testing is known to support the learning process (Roediger & Karpicke, 2006).  The dilemma in higher education practice however, is that requiring large groups of students to take many tests for learning places great burden on teachers.  Furthermore, students in higher education are considered responsible for their own learning.  Research has shown however that students are not aware of effective study strategies (Karpicke, Butler, & Roediger, 2009) and tend to procrastinate (Howel, Watson, Powell & Buro, 2006).

Objectives Do students perform better on final exams when offered practice quizzes?  How do students make use of practice quizzes throughout a course?

Design/Methodology We examined the student performance in three subsequent years for two cohorts of first-year psychology students in the Netherlands following the course Biopsychology. Table 1 shows in which cohorts the practice quizzes were implemented (denoted by X).  The course material and reading for the International and Dutch cohort was equivalent.  A total of 30 practise tests consisting of 15 questions each, with a mix of open (single word answer) questions and true/false questions, were made available to students in the implemented conditions.

Table 1. Study design

YEAR          INTERNATIONAL COHORT     DUTCH COHORT

2013                O                                               O
2014                X                                               O
2015                X                                               X

Results The results of student performance based on number of questions correct on the final exam will be compared.  For the year 2015, student use of the practice quizzes will be evaluated by examining the amount of quizzes taken, the frequency of each quiz use, and at what point throughout the course quizzes were taken.

Conclusions Limitations of the design and implementation will be discussed. Results will be discussed in light of the literature, with recommendations for improving practice.

References

Howell, A. J., Watson, D. C., Powell, R. A., & Buro, K. (2006). Academic procrastination: The pattern and correlates of behavioural postponement.Personality and Individual Differences, 40(8), 1519-1530.

Karpicke, J. D., Butler, A. C., & Roediger III, H. L. (2009). Metacognitive strategies in student learning: do students practise retrieval when they study on their own?. Memory, 17(4), 471-479.

Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.