Evaluating to what extent the students could acquire the targeted behaviours is of paramount importance for the quality of the education. In education, measurement and evaluation procedures are mainly carried out through exams and, in particular, test techniques. However, it is claimed that tests can be used for both evaluating whether the targeted behaviours are acquired and increasing the possibility of the learners to recall the information needed to be learned (Roediger & Karpicke, 2006a). Increasing the existing performance through tests is called as testing effect (Roediger & Karpicke, 2006a). The aim of this study is to examine whether the learning conditions (studying repeatedly or undergoing a test) are influential for preservice teachers to learn the topics of digital property and cyber ethics. These two topics were chosen since it was thought that the awareness, information and skill acquisitions of the teachers of the future were important so that they could set an example for their students with respect to compliance with the ethical rules emerging with the development of the information technologies. According to the results of the study, while the recall levels of the preservice teachers whose learning condition is studying repeatedly are found to be higher following the 1st test (5 minutes later), the preservice teachers whose learning condition is undergoing a test have higher recall levels in the retention test (1 week later). Although results were not statistically significant, the probable reasons of the situations were discussed on the basis of the opinions of the participants.Key words: Test effect, Digital ownership, Cyber ethic