Category: Successive Relearning

BELONG - RESPECT - ACHIEVE - ASPIRE

RRRR retrieval routines

Twelve years investment in reading and applying the Cognitive Science principles behind retrieval practice and the “testing effect,” led to a further 12 months of development into RememberMore with my students. 2 lock downs and 12 month road-testing later with RememberMore – we have refined and twinned that routine. Unmistakably Kate Jones’s work @KateJones_teach, Retrieve…
Read more


15 Mar ’21 2
photo of automobile during dayatime

48,478 students’ data from 222 studies and 573 effects – Testing Effect (V)

The final part of a 14 hour marathon. Starting with a question that is very important to me and not least @MaryMyatt. Q16. Does stake level matter? There is no significant difference in testing benefits between high-stakes (g = 0.441) and low-stakes (g = 0.477) quizzes. Stake level plays little moderating role in the classroom…
Read more


14 Mar ’21 0
red maple leaf with thin stem in autumn park

48,478 students’ data from 222 studies and 573 effects – Testing Effect (IV)

If you have made it to Part IV you probably do not need an intro. Question 12 is a belter! A fundamental education modelling question all of it’s own and easily a whole blog post and research studied in of itself. Critical to any teaching and learning lead, a question that underpins timetabling and teaching…
Read more


14 Mar ’21 0
three clothespins on clothesline

48,478 students’ data from 222 studies and 573 effects – Testing Effect (III)

The opening post dealt with the broad overview of the paper and the key weighty finding that testing (class quizzing) yields a variety of learning benefits. Part II covered the open questions two to six. Here we are at question seven. Q7. Does the number of test repetitions matter? The more occasions on which class…
Read more


13 Mar ’21 0
pexels-photo-1376105.jpeg

48,478 students’ data from 222 studies and 573 effects – Testing Effect (II)

Yang et al., (2021) published their meta analysis just this week. The first post in this series looked at the broad point of ecological validity of testing research, both backward and forward testing effects concluding with the main finding. The current metaanalysis finds a reliable advantage of testing over other strategies in facilitating learning of…
Read more


13 Mar ’21 0
view of wooden steps taken underwater

48,478 students’ data from 222 studies and 573 effects – Testing Effect

Not that creative a post title I know however I have been reading and re-reading Yang et al., (2021) for the third time. It is a hefty piece of research. It draws together a number of components connected to the Testing Effect, Retrieval Practice, Success Relearning and meta-cognition. On Wednesday, hot off the press (Online…
Read more


13 Mar ’21 0