Attempting to leave no educational stone unturned.
My last post showed the research base for the benefits of the testing effect, more appropriately referred to as ‘retrieval practice’. There is a vast wealth of resources now available to teachers that can aid their use of retrieval practice in the classroom. Building on a recent paper by Firth et al (2017), here are… Continue reading 6 retrieval practice strategies to use everyday
The words ‘assess’, ‘test’, ‘exam’ and ‘quiz’ often have negative connotations to us as teachers and most certainly for our pupils. They can be stressful, anxiety provoking and feeljudgmental. However, in my last post, I ended with this: …Ebbinghaus (1885/1964) claimed that we can ‘interrupt’ forgetting by recalling information over time, spacing our retrieval out… Continue reading Summative Testing to Retrieval Practice: clarifying terms and outlining classroom benefits
In the classroom, as a teacher, forgetting can be particularly confusing. It’s a conundrum when pupils can vividly remember the visitor who came in Year 3 with weird Viking swords, yet three years on, they can’t remember the answer to 7 x 8 to complete a column multiplication calculation.
