Testing Effect

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The content is sourced from: https://handwiki.org/wiki/Biology:Testing_effect

The testing effect is the finding that long-term memory is often increased when some of the learning period is devoted to retrieving the to-be-remembered information. The effect is also sometimes referred to as retrieval practice, practice testing, or test-enhanced learning. Retrieval practice may be the best way to refer to the testing effect because the benefits of retrieval-related testing are not limited to tests. It can be more broad, including tools like flash cards and quizzes. The testing effect on memory should be distinguished from more general practice effects, defined in the APA Dictionary of Psychology (2007) as "any change or improvement that results from practice or repetition of task items or activities." The term testing effect is also sometimes used in a more general sense; The Oxford Dictionary of Psychology (2003) defines a testing effect as "any effect of taking tests on the respondents, a typical example being test sophistication." Whereas psychologists who develop tests for personality and intelligence want to avoid practice effects, cognitive psychologists working with educators have begun to understand how to take advantage of tests—not as an assessment tool, but as a teaching/learning tool. It is useful for people to test their knowledge of the to-be-remembered material during the learning process, instead of only reading or otherwise passively studying the material. For example, a student can use flashcards to self-test and receive feedback as they study. The testing effect provides a larger benefit to long-term memory when the tested material is difficult enough to require effort, the rate of retrieval success is high, and feedback with correct answers is given after testing. The testing effect is activated by active recall.

long-term memory self-test knowledge

References

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