Testing improves long-term retention in a simulated classroom setting

By Andrew C. Butler, H. Roediger III. 2007

453 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/16683b5c459ea095db01d7e45d6f00bcf57be03b

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Citations in the corpus

Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement. (2011, background): “A recent laboratory experiment showed testing effects for art-history content after a 2-month delay (Butler & Roediger, 2007).”
The learning benefits of teaching: A retrieval practice hypothesis (2018, unknown): “…learning (e.g., Carrier & Pashler, 1992), learning content from prose passages (e.g., Roediger & Karpicke, 2006a), video‐based learning (e.g., Butler & Roediger, 2007; Johnson & Mayer, 2009; Yong & Lim, 2016), analogical problem solving (Wong, Ng, Tempel, & Lim, 2017), and, of particular…”
Recent Research on Human Learning Challenges Conventional Instructional Strategies (2010, background): “june/july 2010 407 Butler and Roediger (2007), students viewed three video lectures on the topic of art history. Each one was followed by a shortanswer test, a multiple-choice test, or a summary review of the lecture. One month later, a final test was given. Retention was substantially better for th”
Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams (2011, background): “For example, Butler and Roediger (2007) showed that taking a short-answer test covering lecture material immediately after lectures increased long-term memory for the material by 31% relative to studying a summary of the material and by 135% relative to doing nothing with the material.”
The effect of type and timing of feedback on learning from multiple-choice tests. (2007, background): “This phenomenon, known as the testing effect, has received considerable renewed interest in recent research (see Butler & Roediger, 2007a; Carrier & Pashler, 1992; Chan, McDermott, & Roediger, 2006; Roediger & Karpicke, 2006a; Roediger & Karpicke, 2006b).”
Testing the testing effect in the classroom (2007, background): “In previous studies, the question frames have been repeated across initial and final tests (e.g., Butler & Roediger, 2007 this issue; Glover, 1989; Spitzer, 1939).”
Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning (2012, unknown): “Several other studies have also shown that active retrieval enhances learning of educational materials (e.g., Agarwal et al. 2008; Butler and Roediger 2007; Kang et al. 2007; McDaniel et al. 2009; among many others).”
Improving students’ self-evaluation of learning for key concepts in textbook materials (2007, background): “Furthermore, Butler and Roediger ( 2007 this issue) did not find any effect of feedback for either kind of practice test, although this may have been due to a relatively high rate of initially correct responses.”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “Butler and Roediger (2007) found a considerably high level of correct answers on the practice tests, which may explain their finding that feedback did not help final retention.”