A Self-Correcting Approach to Multiple-Choice Exams Improves Students' Learning. (October 2014)

• Record Type: Journal Article
• Authors: Grühn, Daniel; Cheng, Yanhua
• Is Part Of: Teaching of psychology. Volume 41:Number 4(2014:Oct.)
• Page Start: 335
• Page End: 339
• Publication Date: 2014-10
• Subjects: multiple-choice exams -- self-correcting -- active learning -- large classrooms; Psychology -- Study and teaching (Higher) -- Periodicals; 150.711
• DOI: 10.1177/0098628314549706
• Languages: English
• ISSNs: 0098-6283

Abstract

Montepare suggested the use of a self-correcting approach to multiple-choice tests: Students first take the exam as usual, but are allowed to hand in a self-corrected version afterwards. The idea of this approach is that the additional interaction with the material may foster further learning. To examine whether such an approach actually improves learning, we compared two large sections in psychology: one section used traditional exams and the other section used self-correcting midterm exams. Indeed, compared to the traditional approach, students using the self-correcting approach performed better on the final exam. Moreover, students who self-corrected more items performed better on the final exam above and beyond students' original performance. As a tool to foster students' engagement and learning, the self-correcting approach might be especially useful in large classroom settings.