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Original Articles

Testing improves long-term retention in a simulated classroom setting

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Pages 514-527 | Published online: 02 Jul 2007

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (29)

Joshua D. Walker & Daniel H. Robinson. (2023) Does Two-Stage Testing Promote Long-Term Individual Learning?. The Journal of Experimental Education 91:3, pages 431-449.
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Mathilde Lamotte, Marie Izaute & Céline Darnon. (2021) Can tests improve learning in real university classrooms?. Journal of Cognitive Psychology 33:8, pages 974-992.
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Daria Mundt, Roman Abel & Martin Hänze. (2020) Exploring the effect of testing on forgetting in vocabulary learning: an examination of the bifurcation model. Journal of Cognitive Psychology 32:2, pages 214-228.
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Aimee M. Wilkinson, Amanda C. G. Hall & Eileen E. Hogan. (2019) Effects of retrieval practice and presentation modality on verbal learning: testing the limits of the testing effect. Memory 27:8, pages 1144-1157.
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Siegfried L. Sporer, Kristina S. Kaminski, Maike C. Davids & Dawn McQuiston. (2016) The verbal facilitation effect: re-reading person descriptions as a system variable to improve identification performance. Memory 24:10, pages 1329-1344.
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Tova Stenlund, Anna Sundström & Bert Jonsson. (2016) Effects of repeated testing on short- and long-term memory performance across different test formats. Educational Psychology 36:10, pages 1710-1727.
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Nicole M. Dudukovic, Jackie L. Gottshall, Patricia A. Cavanaugh & Christine T. Moody. (2015) Diminished testing benefits in young adults with attention-deficit hyperactivity disorder. Memory 23:8, pages 1264-1276.
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Anthony J. Bishara & Lauren A. Lanzo. (2015) All of the above: When multiple correct response options enhance the testing effect. Memory 23:7, pages 1013-1028.
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Rola Khishfe. (2015) A Look into Students’ Retention of Acquired Nature of Science Understandings. International Journal of Science Education 37:10, pages 1639-1667.
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Megan A. Smith & Jeffrey D. Karpicke. (2014) Retrieval practice with short-answer, multiple-choice, and hybrid tests. Memory 22:7, pages 784-802.
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Yvonne Rogalski, Lori J. P. Altmann & John C. Rosenbek. (2014) Retrieval practice and testing improve memory in older adults. Aphasiology 28:4, pages 381-400.
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KirstenA. Davis. (2013) Using Low- and No-Stakes Quizzing for Student Self-Evaluation of Readiness for Exams. International Journal of Construction Education and Research 9:4, pages 256-271.
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Dana S. Dunn, Bryan K. Saville, Suzanne C. Baker & Pam Marek. (2013) Evidence‐based teaching: Tools and techniques that promote learning in the psychology classroom. Australian Journal of Psychology 65:1, pages 5-13.
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Emma Roos af Hjelmsäter, LeifA. Strömwall & PärA. Granhag. (2012) The Self-Administered Interview: a means of improving children's eyewitness performance?. Psychology, Crime & Law 18:10, pages 897-911.
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AmandaE. Sensenig, MeganK. Littrell-Baez & EdwardL. DeLosh. (2011) Testing effects for common versus proper names. Memory 19:6, pages 664-673.
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LeonoraC. Coppens, PeterP. J. L. Verkoeijen & RemyM. J. P. Rikers. (2011) Learning Adinkra symbols: The effect of testing. Journal of Cognitive Psychology 23:3, pages 351-357.
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ScottR. Hinze & Jennifer Wiley. (2011) Testing the limits of testing effects using completion tests. Memory 19:3, pages 290-304.
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JeffreyT. Fairbrother & Joao Augusto de Camargo Barros. (2010) The Effects of Repeated Retention Tests Can Benefit as Well as Degrade Timing Performance. Research Quarterly for Exercise and Sport 81:2, pages 171-179.
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Jacquelyn Cranney, Mihyun Ahn, Rachel McKinnon, Sue Morris & Kaaren Watts. (2009) The testing effect, collaborative learning, and retrieval-induced facilitation in a classroom setting. European Journal of Cognitive Psychology 21:6, pages 919-940.
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JeffreyD. Karpicke, AndrewC. Butler & HenryL. Roediger III. (2009) Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?. Memory 17:4, pages 471-479.
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WilliamL. Kelemen, RobertG. Winningham & CharlesA. Weaver$suffix/text()$suffix/text(). (2007) Repeated testing sessions and scholastic aptitude in college students’ metacognitive accuracy. European Journal of Cognitive Psychology 19:4-5, pages 689-717.
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MarkA. McDaniel, JanisL. Anderson, MaryH. Derbish & Nova Morrisette. (2007) Testing the testing effect in the classroom. European Journal of Cognitive Psychology 19:4-5, pages 494-513.
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KatherineA. Rawson & John Dunlosky. (2007) Improving students’ self-evaluation of learning for key concepts in textbook materials. European Journal of Cognitive Psychology 19:4-5, pages 559-579.
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