5. 1. Study, study, study, study – test
2. Study, study, study, test – test
3. Study, study, test, test – test
4. Study, test, test, test – test
THE TESTING EFFECT
HOW TO MAKE LEARNING STICK
6. 1. Study, study, study, study – test
2. Study, study, study, test – test
3. Study, study, test, test – test
4. Study, test, test, test – test
THE TESTING EFFECT
HOW TO MAKE LEARNING STICK
10. 1 0
WHY CRAMMING FAILS
HOW TO MAKE LEARNING STICK
1
0
Bjork, 1992
Low Storage Strength High Storage Strength
High
Retrieval
Strength
C r a m m e d M a s t e r y
Low
Retrieval
Strength
F o r g o t t e n B u r i e d
12. 1 2
What is the most common study
strategy students report using?
a) Highlighting
b) Rereading
c) Rewriting Notes
d) Making outlines
KNOWLEDGE CHECK
HOW TO MAKE LEARNING STICK
13. 1 3
What is the most common study
strategy students report using?
a) Highlighting
b) Rereading
c) Rewriting Notes
d) Making outlines
KNOWLEDGE CHECK
HOW TO MAKE LEARNING STICK
14. 1 4
What are 3 examples of more
beneficial study techniques?
GENERATION
HOW TO MAKE LEARNING STICK
15. 1 5
WHAT TYPES OF TESTS
WORK BEST?
HOW TO MAKE LEARNING STICK
Study Condition
Score on final
test (z-score)
Context-rich
MCQs
0.40
Short-answer
questions
0.39
Context-free
MCQs
-0.38
Reading only -0.42
McConnell et al., 2014
16. 1 6
SPACED RETRIEVAL CREATES LEARNING
HOW TO MAKE LEARNING STICK
Spaced Retrieval Massed Retrieval
17. 1 7
Ensure practice continues to be
effortful and not trivial.
IS THERE AN OPTIMAL SPACING LAG?
H O W T O M A K E L E A R N I N G S T I C K
1
7
Kang, 2016; Logan & Balota, 2008
18. 1 8
Ensure practice continues to be
effortful and not trivial.
IS THERE AN OPTIMAL SPACING LAG?
H O W T O M A K E L E A R N I N G S T I C K
1
8
• Research suggests optimal
spacing depends on targeted
retention interval.
• Retention is highest when
spacing of retrieval practice is
about 10-20% of retention interval:
Kang, 2016; Logan & Balota, 2008
Target
Retention
Optimal Retrieval
Practice
1 week 1 day
1 year 2 months
19. 1 9
SPACED RETRIEVAL CREATES LEARNING
HOW TO MAKE LEARNING STICK
Karpicke & Bauernschmidt, 2011
0
0.2
0.4
0.6
0.8
Study Once Recall Once Repeated
Massed Recall
Repeated
Spaced Recall
Proportion Final Recall
20. 2 0
Which is better – spaced retrieval
or massed retrieval? Why?
ELABORATION
HOW TO MAKE LEARNING STICK
21. 2 1
FEEDBACK ENHANCES BENEFITS OF TESTING
Vojdanoska, Cranney, & Newell, 2009
35
40
45
50
55
Feedback No feedback
Mean % correct on Initial Test
Mean % correct on Final Test
23. 2 3
Least Effective
• Generic, programmed responses
(ex. good job, try again).
• Simply showing correct vs.
incorrect answers without
contextualizing the response
based on an individual student’s
understanding.
• Delayed too long.
• Students aren’t given a chance to
reuse newly gained knowledge.
WHAT TYPE OF FEEDBACK WORKS?
H O W T O M A K E L E A R N I N G S T I C K
2
3
Hattie & Timperley, 2007
24. 2 4
Least Effective
• Generic, programmed responses
(ex. good job, try again).
• Simply showing correct vs.
incorrect answers without
contextualizing the response
based on an individual student’s
understanding.
• Delayed too long.
• Students aren’t given a chance to
reuse newly gained knowledge.
WHAT TYPE OF FEEDBACK WORKS?
H O W T O M A K E L E A R N I N G S T I C K
2
4
Hattie & Timperley, 2007
Most Effective
• Corrective feedback specifically
relating to goals.
• Forward-thinking: What can be
done to improve? What next?
• Focuses on process, not results
• Involves the students (allows
them to reflect and discuss on
their thinking process).
25. 2 5
Use frequent
(low-stakes)
quizzing that
count toward
course grade.
Create study
tools that
incorporate
retrieval practice,
generation, and
reflection.
Design exercises
that require
students to
revisit earlier
concepts.
APPLYING RETRIEVAL PRACTICE TECHNIQUES
H O W T O M A K E L E A R N I N G S T I C K
26. 2 6
How have you applied (or not
applied) best practices for retrieval
& retention in your classes?
REFLECTION
HOW TO MAKE LEARNING STICK