Bronnen m.b.t. het effect van testen
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876.
Butler, A.C., & Roediger, H.L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527.
Butler, A.C., Karpicke, J.D., & Roediger, H.L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.
Carpenter, S. K., & DeLosh, E. L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Memory & Cognition, 34, 268-276.
De Grave, W. S., Schmidt, H. G., & Boshuizen, H. P. A. (2001). Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students. Instructional Science, 29, 33-44.
Glover, J. A. (1989). The “testing” phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81, 392-399.
Goetz, E. T., Schallert, D. L., Reynolds, R. E., & Radin, D. I. (1983). Reading in perspective: What real cops and pretend burglars look for in a story. Journal of Educational Psychology, 75, 500-510.
Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. Educational Psychology, 101, 621-629.
Kang, S. H., McDermott, K. B., & Roediger, H. L. III. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558.
Karpicke, J. D., Butler, A. C., & Roediger, H. L. III. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17, 471-479.
Karpicke, J. D., & Roediger, H. L. III. (2008). The critical importance of retrieval for learning. Science, 319, 966-968.
Kintsch, W. (2004). The Construction-Integration model of text comprehension and its implications for instruction. In R. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading, 5th Edition, International Reading Association.
Leeming, F. C. (2002). The exam-a-day procedure improves performance in psychology classes. Teaching of Psychology, 29, 210-212.
McDaniel, M.A., Anderson, J.L., Derbish, M.H., & Morrisette, N. (2007). Testing the ‘Testing Effect’ in the classroom. European Journal of Cognitive Psychology, 19, 494-513.
McDaniel, M.A., Roediger, H.L., & McDermott, K.B. (2007). Generalizing test enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206.
McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. Psychological Science, 3, 1-7.
Nelson (1985)
Palmatier, R. A., & Bennet, J. M. (1974). Note-taking habits of college students. Journal of Reading, 18, 215-218.
Pyc & Rawson, 2010
Roediger, H. L., & Karpicke, J. D. (2006a). The power of testing memory. Basic research and implications for educational practice. Perspectives on Psychological Science, 1 (3), 181-210.
Roediger, H. L., & Karpicke, J. D. (2006b). Test-enhanced learning. Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.
Tak, Verhoeven, & Vermeer (1996)
Vermeer (1998)
Wetzels, S. A. J., Kester, L., & Van Merriënboer, J. J. G. (2010). Use of external representations in science: Prompting and reinforcing prior knowledge activation. In L. Verschaffel, E. de Corte, T. de Jong, & J. Elen (Eds.), Use of representations in reasoning and problem solving: Analysis and improvement (pp. 225-241). Abingdon, UK: Routledge. Preprint http://hdl.handle.net/1820/2865.
Wheeler ea 1992
Wheeler, Evers, & Buannanno, 2003
Zaromb & Roediger, 2010
Toolbox http://www.boorbestuur.nl/toolbox
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876.
Butler, A.C., & Roediger, H.L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 514-527.
Butler, A.C., Karpicke, J.D., & Roediger, H.L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13, 273-281.
Carpenter, S. K., & DeLosh, E. L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Memory & Cognition, 34, 268-276.
De Grave, W. S., Schmidt, H. G., & Boshuizen, H. P. A. (2001). Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students. Instructional Science, 29, 33-44.
Glover, J. A. (1989). The “testing” phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81, 392-399.
Goetz, E. T., Schallert, D. L., Reynolds, R. E., & Radin, D. I. (1983). Reading in perspective: What real cops and pretend burglars look for in a story. Journal of Educational Psychology, 75, 500-510.
Johnson, C. I., & Mayer, R. E. (2009). A testing effect with multimedia learning. Educational Psychology, 101, 621-629.
Kang, S. H., McDermott, K. B., & Roediger, H. L. III. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558.
Karpicke, J. D., Butler, A. C., & Roediger, H. L. III. (2009). Metacognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17, 471-479.
Karpicke, J. D., & Roediger, H. L. III. (2008). The critical importance of retrieval for learning. Science, 319, 966-968.
Kintsch, W. (2004). The Construction-Integration model of text comprehension and its implications for instruction. In R. Ruddell & N. Unrau (Eds.), Theoretical Models and Processes of Reading, 5th Edition, International Reading Association.
Leeming, F. C. (2002). The exam-a-day procedure improves performance in psychology classes. Teaching of Psychology, 29, 210-212.
McDaniel, M.A., Anderson, J.L., Derbish, M.H., & Morrisette, N. (2007). Testing the ‘Testing Effect’ in the classroom. European Journal of Cognitive Psychology, 19, 494-513.
McDaniel, M.A., Roediger, H.L., & McDermott, K.B. (2007). Generalizing test enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200-206.
McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. Psychological Science, 3, 1-7.
Nelson (1985)
Palmatier, R. A., & Bennet, J. M. (1974). Note-taking habits of college students. Journal of Reading, 18, 215-218.
Pyc & Rawson, 2010
Roediger, H. L., & Karpicke, J. D. (2006a). The power of testing memory. Basic research and implications for educational practice. Perspectives on Psychological Science, 1 (3), 181-210.
Roediger, H. L., & Karpicke, J. D. (2006b). Test-enhanced learning. Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.
Tak, Verhoeven, & Vermeer (1996)
Vermeer (1998)
Wetzels, S. A. J., Kester, L., & Van Merriënboer, J. J. G. (2010). Use of external representations in science: Prompting and reinforcing prior knowledge activation. In L. Verschaffel, E. de Corte, T. de Jong, & J. Elen (Eds.), Use of representations in reasoning and problem solving: Analysis and improvement (pp. 225-241). Abingdon, UK: Routledge. Preprint http://hdl.handle.net/1820/2865.
Wheeler ea 1992
Wheeler, Evers, & Buannanno, 2003
Zaromb & Roediger, 2010
Toolbox http://www.boorbestuur.nl/toolbox
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