Generative learning, quizzing and cognitive learning: An experimental study in the communication classroom
This investigation tests Wittrock's generative learning model as an explanation for the positive relationship found between quizzing and student performance in a number of studies. Results support the theory, suggesting that quizzes structured to include multiple levels of Bloom, Engelhart, Furst, Hill and Krathwohl's (1956) taxonomy, and thereby evoke generative learning, are related to greater cognitive learning. Students completing quizzes performed better on the first course exam and written assignment than students who were not quizzed, and those quizzed to facilitate generative learning performed better on the first and second exams than students completing comprehension-focused quizzes. The discussion addresses implications for generative learning and for classroom instructors. © 2010 National Communication Association.
Johnson, Danette Ifert and Mrowka, Kaleigh, "Generative learning, quizzing and cognitive learning: An experimental study in the communication classroom" (2010). Faculty Articles Indexed in Scopus. 1487.