{"title":"Examining the influence of item exposure and retrieval practice effects on test performance in a large-scale workforce development training programme","authors":"Philomina Abena Anyidoho, Rebecca Berenbon, Bridget McHugh","doi":"10.1111/ijtd.12321","DOIUrl":null,"url":null,"abstract":"<p>Many workforce development training programmes use learning gains as a measure of programme effectiveness. However, research on K-12 education suggests that posttest scores may be influenced by pretesting effects. Pretesting may improve posttest performance by giving learners preknowledge of posttest content. Alternatively, pretesting may enhance learning via the retrieval practice effect. Cross-classified analysis was used to detect pretesting effects in archival data from a large-scale agriculture workforce development programme. Data included scores from 14,302 learners, 352 trainers and 261 training centres. Results indicated that pretesting led to higher scores on posttests. Follow-up logistic regression analyses found no effect for time lag between pretest and posttest. In addition, pretested learners did not perform better on items that were included on both forms, suggesting that score differences were due to retrieval practice effects rather than preknowledge of posttest content. These results provide evidence that pretesting may enhance learning in large-scale workforce development training courses.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ijtd.12321","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Training and Development","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ijtd.12321","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 0
Abstract
Many workforce development training programmes use learning gains as a measure of programme effectiveness. However, research on K-12 education suggests that posttest scores may be influenced by pretesting effects. Pretesting may improve posttest performance by giving learners preknowledge of posttest content. Alternatively, pretesting may enhance learning via the retrieval practice effect. Cross-classified analysis was used to detect pretesting effects in archival data from a large-scale agriculture workforce development programme. Data included scores from 14,302 learners, 352 trainers and 261 training centres. Results indicated that pretesting led to higher scores on posttests. Follow-up logistic regression analyses found no effect for time lag between pretest and posttest. In addition, pretested learners did not perform better on items that were included on both forms, suggesting that score differences were due to retrieval practice effects rather than preknowledge of posttest content. These results provide evidence that pretesting may enhance learning in large-scale workforce development training courses.
期刊介绍：
Increasing international competition has led governments and corporations to focus on ways of improving national and corporate economic performance. The effective use of human resources is seen as a prerequisite, and the training and development of employees as paramount. The growth of training and development as an academic subject reflects its growth in practice. The International Journal of Training and Development is an international forum for the reporting of high-quality, original, empirical research. Multidisciplinary, international and comparative, the journal publishes research which ranges from the theoretical, conceptual and methodological to more policy-oriented types of work. The scope of the Journal is training and development, broadly defined. This includes: The determinants of training specifying and testing the explanatory variables which may be related to training identifying and analysing specific factors which give rise to a need for training and development as well as the processes by which those needs become defined, for example, training needs analysis the need for performance improvement the training and development implications of various performance improvement techniques, such as appraisal and assessment the analysis of competence Training and development practice the design, development and delivery of training the learning and development process itself competency-based approaches evaluation: the relationship between training and individual, corporate and macroeconomic performance Policy and strategy organisational aspects of training and development public policy issues questions of infrastructure issues relating to the training and development profession The Journal’s scope encompasses both corporate and public policy analysis. International and comparative work is particularly welcome, as is research which embraces emerging issues and developments.
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