Implementing Test Enhanced Learning: Swedish Teacher Students’ Perception of Quizzing

Mikaela Nyroos, Ingrid Schele, Carola Wiklund-Hornqvist

Abstract


Given previous findings on test enhanced learning, the present study examined the implementation of this practice in terms of quizzing, during the progress of a course. After completing the university course, 88 Swedish teacher students were asked to answer an adapted Retrieval Practice and Test Anxiety Survey. The results showed that students perceived quizzing to improve learning, and reduce test anxiety. Nonetheless, based on students’ misconceptions regarding why quizzing actually enhances learning, it is suggested that implications of test enhanced learning was not fully conveyed. It is for educational purpose imperative to not forget this application.


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DOI: https://doi.org/10.5430/ijhe.v5n4p1

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International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online)

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