The Effect of a Final Exam on Long-Term Retention

Bibliographic Data

ID10123957
AuthorsArnold L Glass (0000-0002-3202-5953, Rutgers Sexual and Reproductive Health and Rights, corresponding author), Margaret Ingate (0000-0001-8468-251X, Rutgers Sexual and Reproductive Health and Rights), Neha Sinha (0000-0002-2056-6162, Rütgers (Germany))
Year2013
Volume140
Issue3
Pages224-241
Publication date2013-06-14
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThe Journal of General Psychology (JOURNAL)
Journal identifiersISSN: 0022-1309 • E-ISSN: 1940-0888
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00221309.2013.797379
PMID24837656
OpenAlexW2041510158
LanguageEN
Citations received2
References cited44

Testing on a final exam in a college course improved long-term retention over material that had not been tested on the final. Students from an upper level psychology course took a long-term retention test, four to five months after the end of the course. For half of the items, a related question had been on the final. For the remaining half, a related question had appeared on an earlier exam, but not the final. On the long-term retention test, percent correct was 79% when a related question had appeared on the final and 67% when a related question had not appeared on the final. These results have both theoretical and practical implications

Mathematics education · Term (time · Test (biology · Intelligent Tutoring Systems and Adaptive Learning · Memory Processes and Influences · Psychology · Student Assessment and Feedback

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