Improving retention by placing retrieval practice at the end of class: a naturalistic study

Abstract Attempting to recall previously encountered information by being tested or quizzed (retrieval practice: RP) enhances memory. In real classrooms, however, it is unclear when testing should take place (placement) in order to elicit better learning. We tested students using authentic undergrad...

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Bibliographic Details
Published inRevista latinoamericana de psicología Vol. 52; pp. 22 - 32
Main Authors Ekuni, Roberta, Pompeia, Sabine
Format Journal Article
LanguageEnglish
Published Fundación Universitaria Konrad Lorenz 01.01.2020
Subjects
aprendizaje basado en la evidencia
based learning
Efecto de las pruebas
evidence
memoria
memory
PSYCHOLOGY, MULTIDISCIPLINARY
Testing effect
memory
memoria
Efecto de las pruebas
aprendizaje basado en la evidencia
Testing effect
evidence-based learning
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Summary:Abstract Attempting to recall previously encountered information by being tested or quizzed (retrieval practice: RP) enhances memory. In real classrooms, however, it is unclear when testing should take place (placement) in order to elicit better learning. We tested students using authentic undergraduate-course materials with two placements, followed by collective feedback: (a) at the end of the class in which content was taught; or (b) at the beginning of the next class. Re-teaching (RT) the same content through lecturer led-reviews at the same placements was used as a control condition. RP and RT plus feedback took 15 min of 100 min-long classes and were applied during 12 classes after which retention was assessed by exams. Participants were 114 students enrolled in a biweekly taught course. Testing (RP) once at the end of the same class in which content was taught boosted academic scores by around 10% compared to the other manipulations.
ISSN:0120-0534
DOI:10.14349/rlp.2020.v52.3