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Test-enhanced learning in the classroom: long-term improvements from quizzing.
Henry L Roediger1, Pooja K Agarwal, Mark A McDaniel
1Department of Psychology, Washington University, St. Louis, MO 63105-4899, USA. roediger@wustl.edu
Journal of Experimental Psychology. Applied
|November 16, 2011
Summary
Regular quizzing significantly improves learning and long-term retention of social studies material for sixth graders. This retrieval practice boosts performance on both chapter and semester exams, enhancing academic achievement.
Area of Science:
- Educational Psychology
- Cognitive Science
Background:
- Retrieval practice, or testing, is a powerful learning strategy.
- Its effectiveness in authentic classroom settings with graded assessments requires further investigation.
Purpose of the Study:
- To investigate the impact of low-stakes quizzing on learning and retention in sixth-grade social studies.
- To compare the effects of retrieval practice versus repeated exposure or no exposure to material.
Main Methods:
- Three experiments utilized within-subject designs with sixth-grade students.
- Students were administered low-stakes multiple-choice quizzes on course material.
- Performance was compared between quizzed items and non-quizzed or repeatedly presented items.
Main Results:
- Quizzing led to improved performance on subsequent chapter and semester exams compared to non-quizzed material.
- A web-based self-quizzing system also positively impacted exam scores.
- Retrieval practice demonstrated a robust positive effect on academic performance.
Conclusions:
- Retrieval practice via testing is a robust learning mechanism in classroom settings.
- Regular quizzing enhances both immediate and long-term academic achievement.
- These findings support the integration of retrieval practice into educational curricula.
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