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- Vol 1 RE: Chapter 7
Journal article Evidence summaryAt a glance
Across two experiments, Agarwal and colleagues compared restudying with open-book and closed-book tests after participants studied prose passages.
Key ideas
When tests included feedback, both formats improved delayed retention relative to restudying or testing without feedback. Open-book testing produced higher performance during the initial test because learners could consult the material, but that immediate advantage disappeared: open- and closed-book groups retained equivalent amounts later. Participants also predicted that repeated study would produce better memory, even though retrieval practice was more effective. The findings separate access conditions from the learning benefit of retrieval and show that feedback matters when answers may be incomplete or wrong.
Why it matters
For educators, an open-book assessment can still function as retrieval practice when questions require active recall and feedback is supplied; simply allowing resources does not eliminate the testing effect.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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