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
H OW T O MAK E L E AR N I N G S T I C K
8. 8
WHY CRAMMING FAILS
H OW T O MAK E L E AR N I N G S T I C K
8
Bjork, 1992
Low Storage Strength High Storage Strength
High
Retrieval
Strength
C r am m ed Mast er y
Low
Retrieval
Strength
F o r g o tten B ur ied
10. 1 0
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
11. 1 1
What are 3 examples of more
beneficial study techniques?
GENERATION
HOW TO MAKE LEARNING STICK
12. 1 2
WHAT TYPES OF TESTS
WORK BEST?
H OW T O MAK E L E AR N I N G S T I C K
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
13. 1 3
SPACED RETRIEVAL CREATES LEARNING
H OW T O MAK E L E AR N I N G S T I C K
Spaced Retrieval Massed Retrieval
14. 1 4
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
4
• Research suggests optimal spacing
depends on targeted retention interval.
• Retention is highest when spacing of
retrieval practice is about 10-20% of
retention interval:
Target
Retention
Optimal Retrieval
Practice
1 week 1 day
1 year 2 months
Kang, 2016
15. 1 5
SPACED RETRIEVAL CREATES LEARNING
H OW T O MAK E L E AR N I N G S T I C K
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
16. 1 6
Which is better – spaced retrieval
or massed retrieval? Why?
ELABORATION
HOW TO MAKE LEARNING STICK
17. 1 7
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
19. 1 9
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
1
9
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).
20. 2 0
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
21. 2 1
How have you applied (or not
applied) best practices for retrieval
& retention in your classes?
REFLECTION
HOW TO MAKE LEARNING STICK