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|Title: ||The Testing Effect Reloaded|
|Authors: ||Dirkx, Kim|
Kirschner, Paul A.
|Keywords: ||Testing effect|
|Issue Date: ||16-Apr-2012|
|Abstract: ||Kim Dirkx works since January 2010 as a PhD candidate. She is supervised by Prof. dr. Paul A. Kirschner and Dr. Liesbeth Kester. In this plenary meeting, Kim will present the second and third studies in her project. In her second study, Kim investigated whether the testing effect can also be found for application of knowledge and for answering new related questions. The testing effect thus far has only been found for factual questions identical to the questions asked while studying (i.e., intentional learning). Educationally more important is whether the testing effect is also applicable to higher order learning and correctly answering new questions (i.e., incidental learning). In her third study, Kim investigated the effects of testing on students’ judgments of learning. It is known that students overestimate themselves during restudy. It was expected that testing would lead to less overestimation (i.e., beter judgements of one’s own learning). During this plenary meeting, Kim will present the results of both studies.|
|Description: ||Dirkx, K. J. H., Kester, L., Kirschner, P. A. (2012, 12 April). The Testing Effect Reloaded. Presentation at plenary meeting Learning & Cognition, Heerlen, The Netherlands.|
|Appears in Collections:||2. LC: Presentations|
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