Educational Strategies and Student Performance

Actively trying to recall information, like taking quizzes.

Tests used to measure student understanding and promote retrieval practice.

Students perform better on topics that were tested with retrieval practice.

Repeatedly reading material usually improved learning less than active recall (quizzes).

The positive effects of retrieval practice were still seen months later.

Large class attendance significantly decreased mid-semester due to students accessing course material without physical classes.

Attempt to increase attendance by replacing tests with unannounced pop quizzes, aiming to encourage presence.

Negative reaction to the pop quiz implementation causing students to withdraw from the course.

The struggle to maintain engagement and attendance in a big lecture environment, despite various solutions.

Professor's adjustments to their teaching approach after realizing the negative response to changes.

Taking tests improves memory retention more than simply re-reading.

Giving feedback after a short delay can lead to stronger long-term memory than immediate feedback.

Actively trying to remember information, like during a test, promotes better retention than simply re-reading.

Information is quickly lost if not actively recalled or re-learned, and repeated testing prevents significant forgetting.

Providing feedback on incorrect answers during tests is more effective for learning than just the test itself.

Providing feedback after a period of practice, rather than immediately.

Providing feedback immediately after an action or practice attempt.

Learning physical actions, like sports or instruments.

Practicing over time, rather than all at once, to enhance long-term learning.

Actively trying to recall information to improve learning.

Actively trying to recall information, not just recognizing it.

Remembering information strengthens memory, making it easier to recall later.

Testing information multiple times improves knowledge transfer & problem-solving skills.

Actively recalling info is more effective than passively recognizing it (like multiple choice).

Higher cognitive load (like essay questions) leads to better memory than easier retrieval (simple tests).

Regular testing, especially low-stakes ones, helps students learn and retain information better.

Actively trying to recall information, like taking quizzes, strengthens learning.

Tests that don't have a big impact on the students' overall grade, but still benefit learning.

Students who frequently test themselves have a deeper understanding of what they know and don't know.

Frequent low-stakes testing leads to better performance on major exams and end-of-semester exams.

Actively trying to recall information, like taking quizzes or asking yourself questions.

Recalling information after a period of time, making memories stronger and more lasting.

Retrieving information consistently makes knowledge more durable and easier to use in different situations.

Frequent low-stakes testing improves learning by actively recalling stored information.

Recalling information strengthens its storage and durability in your memory over time.

Actively recalling information (like taking a test) improves memory more than rereading.

Testing improves memory retention more than just re-reading.

Recalling information yields lasting knowledge better than just passively rereading material.

Increasing the frequency of classroom tests improves final exam scores significantly.

Students can actively test themselves, anywhere, using methods such as flashcards.

Children learn more efficiently when they already have a strong foundation of knowledge so they can apply concepts in new situations without wasting time.

Actively recalling information, like in tests, helps to remember and retain it better than just rereading.

Using learned concepts in different situations improves understanding.

Complex thought processes like evaluating, synthesizing, and applying information.

Focus on retention and retrieval will increase how effective learning is.