This is part two of a three part series reviewing Svenja Heitmann Dissertation “On Optimising the Use of Practice Quizzing: Benefits Increase by Adapting and May Depend on Learners’ Achievement Motives and the publications that followed. Remember, in the first …
Snapshot of Schwieren et al., (2017) The focus of testing is shifted from the assessment of learning outcomes to supporting the learning process – assessment for learning rather than assessment of learning. This paper focused on applied classroom practice. 19 …
Following yesterday’s read looking at the sequence effects of generative activities and retrieval practice, I am now reading a few “starred” Prof. Dr. Julian Roelle papers. Unsurprisingly, a paper on adaptive practice quizzing caught my attention, which led to Svenja …
Riding on @P_A_Kirschner coat tails, I decided to have a look at the research paper and Professor Julian Roelle research more widely. There were lots of interesting research topics to explore (quizzing, self-regulation, metacognition, Cognitive Load, worked examples) but for …
So I was recently asked, “Isn’t Successive Relearning just spaced retrieval practice?” Well yes, and more. Both retrieval practice and distributed practice are key ingredients of successive relearning however, so is success and there is a lot of detail covered …
In December 2020, in an article for secondary education magazine SecEd I made the case that despite the “wealth of evidence” (Agarwal et al, 2021) about the “reliable advantage” (Yang et al, 2021) of test-enhanced learning – more commonly referred …
More than ten years Back in 2011, I encountered the research of Dr Jeff Karpicke via a Purdue University press release. At the time I added a note to the blog post. “One to follow up on. Testing promotes learning. …
“It should come as no surprise that students are often reluctant to engage in strenuous learning activities when the benefits of their efforts are so short-lived.” The above statement about revision is unlikely to shock any teacher however that is …
