Abstract

EKUNI, Roberta  and  POMPEIA, Sabine. Improving retention by placing retrieval practice at the end of class: a naturalistic study. rev.latinoam.psicol. [online]. 2020, vol.52, pp.22-32.  Epub Mar 01, 2021. ISSN 0120-0534.  https://doi.org/10.14349/rlp.2020.v52.3.

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.

Keywords : Testing effect; memory; evidence-based learning.

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