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Recent studies suggest that testing on prior material enhances subsequent learning of new material. Although such forward testing effect has received extensive empirical support, it is not yet clear how testing facilitates subsequent learning. One possible explanation suggests that interim testing informs learners about the format of an upcoming test and consequently allows them to adopt study strategies in accordance with the anticipated test format. Three experiments investigated whether the beneficial effects of testing are due to learners’ expectation with the test format or due to testing experience itself in inductive learning by varying when and how learners were informed about the format of an upcoming test. The results showed that informing learners about the test format via an interim test, but not a pretest, enhanced subsequent learning (experiment 1), and it was effective only when combined with actual test-taking experience (experiment 2). Testing appeared to enhance subsequent learning of new material when learners had an opportunity to evaluate their mastery over previously studied information. Experiment 3 further showed that these beneficial effects of testing were yielded even in the absence of feedback. Taken together, the findings suggest that mere exposure to the test format, not combined with actual testing, is not sufficient to enhance subsequent learning.

Previous literature suggests learners can adjust their encoding strategies to match the demands of the expected test format. However, it is unclear whether other forms of metacognitive control, namely, study time allocation and restudy selection, are also sensitive to expected test format. Across four experiments we examined whether learners qualitatively adjust their allocation of study time (Experiment 1) and restudy selections (Experiments 2a, 2b, and 3) when expecting a more difficult generative memory test (i.e., cued-recall) as compared to a less difficult non-generative memory test (i.e., forced-choice recognition). Counter to our predictions, we found little evidence that learners shift their study time allocation and restudy selection choices toward easier material when expecting a relatively more difficult cued recall test, even after acquiring experience with each test format. Instead, based on exploratory analyses conducted post-hoc, learners appeared to rely heavily on the success with which they retrieved associated studied information at the time that restudy selections were solicited. Moreover, counter to some extant models of self-regulated learning, learners tended to first choose difficult rather than easy items when making their restudy selections, regardless of expected test format. Together, these novel findings place new constraints on our current understanding of learners’ metacognitive sensitivity to expected test format, and have important implications for current theoretical accounts of self-regulated learning.

To reflect the new Course of Study, the Japanese Common Test for University Admission, which began in the 2021 academic year, introduced a multiple-text reading format (MTRF) to the English test that did not exist in previous tests. Given that integrating and understanding multiple English texts is a common real-world occurrence, the introduction of MTRF is reasonable. However, there is limited research analyzing the actual state of MTRF in the Common Test for University Admission. This study aimed to fill this gap in the literature. In this study, we analyzed 12 test forms, including trial, main, and makeup tests. The analysis focused on the relationship between the text used and the types of questions asked. The results showed that the MTRF of the Common Test for University Admission has the characteristics of both TOEIC and Cambridge English Qualifications, which are large-scale high-stakes English tests that use the MTRF. In addition, the complexity of the MTRF questions tended to increase over time owing to changes in the Course of Study. This study makes theoretical and pedagogical contributions, for example, by clarifying the skills of examinees and the nature of assessment tasks.

Prior research suggests that males outperform females, on average, on multiple-choice items compared to their relative performance on constructed-response items. This paper characterizes the extent to which gender achievement gaps on state accountability tests across the United States are associated with those tests' item formats. Using roughly 8 million fourth- and eighth-grade students' scores on state assessments, we estimate state- and district-level math and reading male-female achievement gaps. We find that the estimated gaps are strongly associated with the proportions of the test scores based on multiple-choice and constructed-response questions on state accountability tests, even when controlling for gender achievement gaps as measured by the National Assessment of Educational Progress (NAEP) or Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) assessments, which have the same item format across states. We find that test item format explains approximately 25% of the variation in gender achievement gaps among states.

BackgroundThis study aims to empirically answer the question of whether the role of sub-reading skills changes depending on the test format (e.g., multiple-choice vs. open-ended reading questions). The test format effect also addresses the issue of test validity—whether the reading test properly elicits construct-relevant reading skills or ability. The research questions guiding the study are as follows: (1) Do test scores differ systematically depending on the test format? (2) Do the predictors of test scores differ systematically depending on the test format?MethodsNinety Chinese ESL students participated in the study at the post-secondary level and took two TOEFL practice testlets, one with multiple-choice (MC) questions and the other with stem-equivalent open-ended (OE) questions. In addition to the reading comprehension test, the participants completed a vocabulary test, grammar test, word recognition task, sentence processing task, working memory test, and strategy questionnaires (reading and test-taking strategies).ResultsThe participants performed better on the MC questions than the corresponding OE questions, regardless of the text effect. More importantly, an L2 reading test in a different format involved different sub-reading components; vocabulary knowledge was the only significant predictor of MC test scores, whereas for the OE reading test, grammar knowledge, word recognition skills, and possibly inferencing strategies were found to be significant predictors.ConclusionDespite a number of limitations, the value of this study lies in the effort to empirically test format effects by taking a componential approach to reading. The findings suggest the possibility that differently formatted reading questions may tap into different sub-reading component skills. To accurately reveal the underlying structure of the reading construct being tested in MC and OE tests, however, we call for a larger scale data collection with mixed research methods employed.

Open ended and multiple choice questions are commonly placed on the same tests; however, there is a discussion on the effects of using different item types on the test and item statistics. This study aims to compare model and item fit statistics in a mixed format test where multiple choice and constructed response items are used together. In this 25-item fourth grade science test administered to 2351 students in 35 schools in Turkey, items are calibrated separately and concurrently utilizing different IRT models. An important aspect of this study is that the effect of the calibration method on model and item fit is investigated on real data. Firstly, while the 1-, 2-, and 3-Parameter Logistic models are utilized to calibrate the binary coded items, the Graded Response Model and the Generalized Partial Credit Model are used to calibrate the open-ended ones. Then, combinations of dichotomous and polytomous models are employed concurrently. The results based on model comparisons revealed that the combination of the 3PL and the Graded Response Model produced the best fit statistics.

La Diabetes Mellitus tipo 1 (DM1) es una enfermedad crónica, cuyo tratamiento se basa en 4 pilares fundamentales: insulinoterapia, autocontrol, alimentación saludable y actividad física. La literatura sugiere que en diabetes mellitus tipo 2 este último sea de tipo aeróbico, por ser hipoglucemiante, sin embargo, debido a la diferencia de tratamiento en DM1, surge la interrogante en relación a los efectos del ejercicio con predominancia anaeróbica en el control metabólico de una persona con DM1. Objetivo: evaluar el efecto del entrenamiento de Taekwondo W.T.F. sobre el control glucémico de personas con diabetes mellitus tipo 1 de 13 y 14 años de una escuela de Taekwondo en Concepción, Chile, año 2016-2017. Metodología: investigación de enfoque cuantitativo, un diseño descriptivo cuasiexperimental en un grupo, tipo pre-prueba, post-prueba, con un muestreo de tipo no probabilístico. Resultados: El entrenamiento de Taekwondo W.T.F. con predominancia anaeróbica no afectó en forma significativa la variabilidad glucémica pre y post entrenamiento y, generando una disminución de la hemoglobina glucosilada de todos los sujetos intervenidos. Palabras clave: Diabetes Mellitus, Ejercicio, Hemoglobina Glucosilada, Glucemia. Abstract. Diabetes Mellitus type 1 (DM1) is a chronic disease, whose treatment is based on 4 fundamental pillars: insulin therapy, self-control, healthy eating and physical activity. The literature suggests that diabetes mellitus type 2 is the aerobic type, because it is hypoglycaemic, however due to the difference in treatment in DM1, the question arises in relation to the effects of exercise with anaerobic predominance in the metabolic control of a person with DM1. Objective: to evaluate the effect of Taekwondo training W.T.F. on the glycemic control of people with diabetes mellitus type 1 of 13 and 14 years of a Taekwondo school in Concepción, Chile, 2016-2017. Methodology: quantitative approach research, a Quasi-experimental descriptive design in a group, pre-test type, post-test, with a sampling of non-probabilistic type, Results: Taekwondo training W.T.F. with anaerobic predominance, it did not significantly affect the glycemic variability pre- and post-training and in conjunction with this, it generated a decrease in the glycosylated hemoglobin of all the subjects who underwent surgery. Keywords: Diabetes Mellitus, Exercise, Glucosylated Hemoglobin, Glycemic

Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n = 5374, the majority of which (57%) revealed medium or large benefits from retrieval practice. We found that retrieval practice improved learning for a variety of education levels, content areas, experimental designs, final test delays, retrieval and final test formats, and timing of retrieval practice and feedback; however, only 6% of experiments were conducted in non-WEIRD countries. Based on our review of the literature, we make eight recommendations for future research and provide educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.

Practice testing is a powerful tool to consolidate long-term retention of studied information, facilitate subsequent learning of new information, and foster knowledge transfer. However, practitioners frequently express the concern that tests are anxiety-inducing and that their employment in the classroom should be minimized. The current review integrates results across 24 studies (i.e., 25 effects based on 3,374 participants) to determine the effect of practice tests (quizzes) on test anxiety (TA) and explore potential moderators of the effect. The results show strong Bayesian evidence (BF10 > 25,000) that practice tests appreciably reduce TA to a medium extent (Hedges’ g = -0.52), with minimal evidence of publication bias. Easy practice tests tend to be more effective in mitigating TA than difficult ones. These findings support a recommendation for instructors to incorporate quizzes into their curriculum. However, instructors should be aware that quizzes themselves may be more stressful than other learning activities. Methods to make quizzes less stressful and more enjoyable are discussed. Research on the effect of practice tests on TA is still in its infancy, and future research directions are highlighted.

The study aims to compare the presented methods for determining the bandwidth parameter in the kernel equating method on a real data set. A bandwidth parameter needs to be determined when kernel equating is used to equate two test forms. The bandwidth parameters determine the smoothness of the continuousized score distributions, so their effect on equating results is inevitable. Gaussian Kernel, Logistic Kernel and Uniform Kernel methods were used for bandwidth selection and the results were compared according to the Percentage Relative Error (PRE), the Standard Error and the Standard Error of Equating Difference (SEED). The findings of the study show that the three different approaches to minimizing the penalty function have similar results. Although the standard errors of the equated scores obtained with the uniform kernel method were slightly smaller, the results were almost the same as the other two approaches. When the three equating methods are compared according to the percent relative error, the distribution obtained from Gaussian kernel equating is more consistent with the population distribution.