Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy

Abstract Two studies investigated the testing effects on performance and metacognitive judgment accuracy in authentic learning settings. Across two educational psychology courses, undergraduate students had opportunity to voluntarily participate four different practice tests during term—without feedback Study 1 ( N = 201 students) or with individual corrective 2 111 students). real classroom settings without feedback, regression analyses indicated that a higher number of taken were related final course exam scores (absolute sensitivity). However, students’ preparation post-processing tests, their perceived usefulness for monitoring one’s performance, specificity differed depending whether received not. Overall, convey considerable evidence how participation is not only but also