Fiche du document
1 juin 2020
- handle: 10670/1.lb6jxg
Ce document est lié à :
10.14349/rlp.2020.v52.3
info:eu-repo/semantics/openAccess
Mots-clés
Testing effect memory evidence-based learningSujets proches
Mechanical properties testingCiter ce document
Roberta Ekuni et al., « Improving retention by placing retrieval practice at the end of class: a naturalistic study », Revista Latinoamericana de Psicología, ID : 10670/1.lb6jxg
Métriques
Partage / Export
Résumé
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.