Led by Katy Burgess (@DrKatyBurgess)

There is a vast literature demonstrating that the best way to learn and retain information is by retrieving that information from memory (Yang, Luo, Vadillo, Yu, & Shanks, 2021). I like to think of memory as any other skill that you develop. If you want to learn to play an instrument or play a sport well, you practice. If you want to remember well, you have to practice (see Burgess, 2024a, for further information about how and why it works).

Beyond learning and remembering more (e.g., Yang et al., 2021), regular retrieval through testing (e.g., by answering multiple choice questions) has a range of benefits to the learner. For example, testing is more likely to lead to long-term memories (Roediger & Karpicke, 2006), it helps to identify how well students remember the information and increases their awareness of their learning (Ariel & Karpicke, 2018), boosts learning of new information presented after the test (Yang, Potts, & Shanks, 2018), reduces test anxiety (Yang et al., 2023), and enhances problem-solving (e.g., Agarwal, 2019; Wong, Ng, Tempel, & Lim, 2017).

However, there is a knowledge-practice gap, which shows that most students tend to use other learning strategies such as re-reading notes, re-watching lecture recordings, note-taking and highlighting. In a recent survey at Cardiff University, 87% of 226 first-year psychology students noted that they wanted to use retrieval practice in their learning, but that retrieval makes some students feel anxious, and many struggle to find time in their own learning to engage with it.

I recently argued how educators can help support students to allay both issues by including retrieval practice as a regular part of their teaching, and by making a safe space for students to make mistakes (Burgess, 2024b). My experience of both formative and low-stakes summative quizzing in lecture settings is that students really enjoy the opportunity, and particularly value getting live feedback to support their learning. Students learn a lot from making mistakes (Gartmeier, Bauer, Gruber, & Heid, 2008), and often learn more than if they never make mistakes (Huelser & Metcalfe, 2012; Kornell, Hays, & Bjork, 2009; Metcalfe, 2017; Potts & Shanks, 2006).

However, there are numerous ways to provide retrieval opportunities, and different formats may work better for different subjects and courses. This tweet chat will encourage people to think about how their might embed retrieval practice in their context, and how they can support their students to use this fantastic learning strategy.

References

Agarwal, P. K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning? Journal of Educational Psychology, 189-209.

Ariel, R., & Karpicke, J. (2018). Improving self-regulated learning with a retrieval practice intervention. Journal of Experimental Psychology: Applied, 43-56.

Burgess, K. V. (2024a, September 4). How can we support students to embrace testing? Retrieved from AdvanceHE: https://www.advance-he.ac.uk/news-and-views/how-can-we-support-students-embrace-testing

Burgess, K. V. (2024b, April 30). Why we should test our students more. Retrieved from WONKHE: https://wonkhe.com/blogs/why-we-should-test-our-students-more/

Gartmeier, M., Bauer, J., Gruber, H., & Heid, H. (2008). Negative Knowledge: Understanding Professional Learning and Expertise. Vocations and Learning, 87-103.

Huelser, B. J., & Metcalfe, J. (2012). Making related errors facilitates learning, but learners do not know it. Memory and Cognition, 514-527.

Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning Memory and Cognition, 989-998.

Metcalfe, J. (2017). Learning from errors. Annual Review of Psychology, 465–489.

Potts, R., & Shanks, D. R. (2006). The benefit of generating errors during learning. Journal of Experimental Psychology: General, 644-667.

Roediger, H., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 249–255.

Wong, S. S., Ng, G. J., Tempel, T., & Lim, S. W. (2017). Retrieval Practice Enhances Analogical Problem Solving. The Journal of Experimental Education, 128–138.

Yang, C., Li, J., Zhao, W., Luo, L., & Shanks, D. R. (2023). Do Practice Tests (Quizzes) Reduce or Provoke Test Anxiety? A meta-analytic review. Educational Psychology Review, 35-87.

Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 399-435.

Yang, C., Potts, R., & Shanks, D. (2018). Enhancing learning and retrieval of new information: a review of the forward testing effect. NPJ Sci Learn., 1-9.

Author Biography

Katy Burgess

Katy Burgess (SFHEA) is a Senior Lecturer in Psychology at Cardiff University. Katy focuses on applying findings from cognitive psychology in the classroom, ensuring we can support students in learning and remembering information in efficient and enjoyable ways. Katy’s current work is focused on the inclusivity of learning and teaching methods and aims to improve the student experience by combining student voice and evidence-based strategies.

Katy advocates for teaching-focused careers and co-leads two networks for Teaching and Scholarship staff. One network is aimed at staff in psychology and related disciplines (T-FUN), and the other is for all teaching-focused staff (The National Learning and Teaching Focused Network). Feel free to join these networks to meet like-minded people and gain support in developing your teaching-focused career!