A comparison of the effects of practice tests and traditional review on performance and calibration

The impact of practice tests on students' calibration and exam performance for multiple-choice and essay items was investigated. The participants were 59 graduate students enrolled in I of 2 sections (practice tests and no pr actice tests) of an introductory research methods in education course. Prac tice tests were associated with significantly lower scores on the midterm m ultiple-choice items and less accurate predictions and postdictions on thos e items. High-achieving students were more accurate in their calibrations t han low-achieving students, Among low-achieving students, prediction and po stdiction accuracy was significantly higher for essay than for multiple-cho ice items. In open-ended responses, a large percentage of students who took the practice tests indicated that they were a beneficial review strategy.