Using Retrieval Practice and Metacognitive Skills to Improve Content Learning

Le résumé fourni par la source

Abstract Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low‐stakes, rather than traditional high‐stakes testing, can also be used as an effective pedagogical tool, improving long‐term learning, reading comprehension, and metacognition. So, as teachers plan formative assessments to measure their students’ learning, why not design those assessments as retrieval practice activities that simultaneously improve students’ learning as well as assessing it? This article provides recommendations for how teachers can implement retrieval practice in the classroom to assess and optimize content learning.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.