Retrieval practice is a strategy in which students are asked to retrieve content that was previously taught. Material that is successfully remembered will be recalled more easily in the future (e.g. Gates, 1917); this ‘testing effect’ causes long-term improvements in exams (Roediger et al, 2011). Despite its name, it is the process of thinking hard to retrieve information that is important, not the outcome of the test; it is a learning strategy not an assessment strategy (Agarwal eta l, 2020).
The majority of the related research is laboratory based and so requires cautious interpretation by teachers (Adesope et al, 2017). However, a recent meta-analysis and review of applied research showed retrieval practice has a significant positive effect in all subjects and age groups, formats (Agarwal et al, 2021) and over time periods from a few days to 9 months (Agarwal, 2019).
The majority of research has been conducted using fact-based retrieval (e.g. pairs of words). More recently, Agarwal demonstrated that fact-based retrieval only increases fact learning. Retrieval of higher-order knowledge increases higher order learning but not learning of facts. Mixed retrieval practice increased both classes of learning (2019). Content to be retrieved therefore requires careful consideration; in my faculty we plan this prior to teaching a topic.
A second reason for careful planning is the occurrence of retrieval-induced forgetting. Retrieval of information can induce forgetting of non-retrieved information. The mechanism is subject to debate, but it is related to motivation to learn (Pica, 2018).
Overall, retrieval practice, despite requiring further applied research and research with non-WEIRD populations (Agarwal, 2021), has a positive effect under many conditions and so should be used. However, it should be planned carefully so as to ensure learning of the full range of information required.
References
Adesope, O.O., Trevisan, D.A., & Sundararajan, N. (2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research, 87, 659 - 701.
Agarwal, P. K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning? Journal of Educational Psychology, 111(2), 189–209. https://doi.org/10.1037/edu0000282
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