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The pre-testing effect, also known as errorful generation or pre-questioning, is a related but distinct category where testing material before the material has been learned appears to lead to better subsequent learning performance than would have been the case without the pre-test, provided that feedback is given as to the correct answers once ...
In essence, testing of old information had a negative impact on learning new information, rather than the positive effect predicted by the forward testing effect. [13] These findings prompted another study to be conducted by Chan and Davis in 2015 which aimed to explain these findings which undermined the validity of the forward testing effect.
Washback effect refers to the impact of testing on curriculum design, teaching practices, and learning behaviors. [1] The influences of testing can be found in the choices of learners and teachers: teachers may teach directly for specific test preparation, or learners might focus on specific aspects of language learning found in assessments.
The term Testing Effect is used to describe this increase in memory performance. [15] Taking notes by using a computer can also deter impactful learning, even when students are using computers solely for the purpose note-taking and are not attempting to multitask, during lectures or study sessions.
By having a first test that followed initial learning with a successful repetition, people are more likely to remember this successful repetition on the following tests. [15] Although expanding retrieval is commonly associated with spaced repetition, a uniform retrieval schedule is also a form of spaced repetition procedure.
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Henry Scheffé's simultaneous test of all contrasts in multiple comparison problems is the most [citation needed] well-known remedy in the case of analysis of variance. [1] It is a method designed for testing hypotheses suggested by the data while avoiding the fallacy described above.