2022 Keynote and Panel Recordings

Importance of Formative Assessment – Prof. Mark McDaniel

References From Prof. Mark McDaniel’s Talk (click to expand)

Agarwal, P. K, D’Antonio, L., Roediger, H. L., III, McDermott, K. B, & McDaniel, M.A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3, 131-139.

Anderson, F. T., & McDaniel, M. A. (2021). Restudying with the quiz in hand: When correct-answer feedback is no better than minimal feedback.  Journal of Applied Research in Memory and Cognition, 10, 278-288.

Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test … or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding.  Educational Psychology Review, 26, 307-329.

Little, J., & McDaniel, M. A. (2015). Metamemory monitoring and control following retrieval  for text.  Memory & Cognition, 43, 85-98.

McDaniel, M. A., Bugg, J. M., Liu, Y., & Brick, J. (2015). When does the test-study-test sequence optimize learning and retention?  Journal of Experimental Psychology: Applied, 21, 370-382.

McDaniel, M. A., Thomas, R. C., Agarwal, P. K, McDermott, K. B, & Roediger, H. L., III (2013). Quizzing in middle school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360-372.

McDaniel, M. A., Wildman, K. M., & Anderson, J. L. (2012). Using quizzes to enhance summative-assessment performance in a web-based class: An experimental study. Journal of Applied Research in Memory and Cognition, 1, 18-26.

Project Showcase Roundtable

Panel – Creating H5P Projects with Students