| dc.description.abstract | Tests have been vastly used for assessment of learning in educational contexts. Recently, however, a growing number of studies have shown that the practice of remembering previously learned information (i.e., retrieval practice) increases the long-term retention of such information; a phenomenon often termed testing effect. The question remains, however, of whether such practice can be useful to improve learning in actual educational contexts. In the current work, we sought to address this question by conducting a review of studies that investigated the use of retrieval practice as a learning strategy in actual educational contexts. The studies selected for the analysis involved from elementary school children to college undergraduates, and the data reported by these articles show that the testing effect is fully replicated outside the lab, in educational contexts. It is important to note, however, that most reviewed studies compared retrieval practice to repeated study or to noactivity. Further research must verify whether retrieval practice is more effective than the typical the typical activities implemented by teachers before its adoption in class can be fully recommended. | |
