Controversial I know. Here is a copy of this morning’s @ReDBerks presentation.
As ever, great to make connections and visit some fantastic presentations / presenters – thanks to @Mr_AlmondED (comprehension is not a skill) and @mikehobbis (attention).
Adesope, O. O., Trevisan, D. A. and Sundararajan, N. (2017) Rethinking the use of tests: a meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701. https://doi.org/10.3102/0034654316689306
Eglington, L. G. and Pavlik Jr, P. I. (2020) Optimizing practice scheduling requires quantitative tracking of individual item performance. npj Science of Learning, 5, article 15. https://doi.org/10.1038/s41539-020-00074-4
Heitmann, S., Grund, A., Berthold, K., Fries, S., & Roelle, J. (2018). Testing is more desirable when it is adaptive and still desirable when compared to note-taking. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.02596. Article 2596.
Heitmann, S., Obergassel, N., Fries, S., Grund, A., Berthold, K. and Roelle, J. (2021) Adaptive practice quizzing in a university lecture: a pre-registered field experiment. Journal of Applied Research in Memory and Cognition, 10(4), 603–620. https://doi.org/10.1037/h0101865
Heitmann, S., Grund, A., Fries, S., Berthold, K., & Roelle, J. (2022). The quizzing e
ect depends on hope of success and can be optimized by cognitive load-based adaptation. Learning and Instruction, 77, 101526. https://doi.org/10.1016/j.learninstruc.2021.101526
Rowland, C. A. (2014) The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. PsycholBull 140(6), 1432–1463.
Schwieren, Juliane & Barenberg, Jonathan & Dutke, Stephan. (2017). The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective. Psychology Learning & Teaching. 16. 147572571769514. 10.1177/1475725717695149.
Yan, V. X., Eglington, L. G. and Garcia, M. A. (2020) Learning better, learning more: the benefits of expanded retrieval practice. Journal of Applied Research in Memory and Cognition, 9(2): 204–214. https://doi.org/10.1037/h0101849
Yang, C., Luo, L., Vadillo, M. A., Yu, R. and Shanks, D. R. (2021) Testing (quizzing) boosts classroom learning: a systematic and meta-analytic review. Psychological Bulletin, 147(4), 399–435. https://doi.org/10.1037/bul0000309 Available at: http://metacog.bnu.edu.cn/pdf/articles/2020/YangLuoVadilloYuShanks2020.pdf.
Wilson, R. C., Shenhav, A., Straccia, M., & Cohen, J. D. (2019). The Eighty Five Percent Rule for optimal learning. Nature communications, 10(1), 4646. https://doi.org/10.1038/s41467-019-12552-4
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087.
