Retrieval Practice for Improved Learning

What is it?

Retrieval practice (sometimes called the “testing effect” in education research) is a type of active learning that asks students to recall information from memory, increasing the strength of that memory and understanding of content, as well as their ability to apply that content. Having students do any task that requires them to retrieve information (e.g. quizzes, flashcards, practice problems, exams) can be an effective learning tool, helping students remember more and for longer.

Why Does it Work?

When information is received, it goes first into the working memory, where it can sometimes be forgotten, before being stored in the long-term memory. However, when the student goes to retrieve information from their long-term memory, pathways in the brain are activated to bring back the information into working memory. This retrieval helps make new pathways and solidify the existing ones at which point, the information is learned more deeply, making it harder to forget. 

Retrieval practice works in part because it takes more mental effort than passively reviewing information. This difficulty of the process is key to learning (Yang et al., 2019). Importantly, this means that attempting to retrieve information and getting it wrong will still be more beneficial than simply reading over the correct information. As long as there is some feedback mechanism for the student to know whether they got the right answer, retrieval practice will facilitate learning even for students who made mistakes.

What is the Evidence That it Works?

Since the emergence of the concept, many studies have repeatedly confirmed the benefits of retrieval practice for student learning (e.g., Roediger & Karpicke, 2006; Trumbo et. al., 2016). Figure 1 shows an experimental result of how retrieval practice can create longer lasting learning. In another such study, Butler (2010) demonstrated that repeated recall led to greater retention of the specific information studied and also extended to novel contexts where that information must be applied. While evidence for the testing effect has been robustly replicated in the laboratory, Trumbo et al. (2016) translated this into practice, demonstrating the beneficial impact of the retrieval practice, beyond merely restudying, in a live classroom setting. Even completing an open-book retrieval practice is better for information retention than just re-reading the material (Agarwal et al., 2008). 

Researchers have found that the type of recall task can impact the learning gains associated with the retrieval practice (Butler & Roediger, 2007; Endres et al., 2020). Butler and Roediger (2007) found that students who completed a short-answer test after watching history lectures performed significantly better on a test one month later than those who only studied the lecture material and even those who completed a multiple-choice test. Multiple choice tests may be less effective retrieval practice than short answer tests because students don’t need to generate the information from memory; they merely recognize the right answer.  

This does not mean that one form of retrieval practice is better than another for all goals. Endres et al. (2020) found that while students who completed a short-answer recall task were more successful in the retrieval of targeted information at a later date than their peers who completed a free recall task (i.e., recalling information with no prompts or cues), students in the free recall task showed better retention of a broader range of information. In addition, students in the short-answer task group were more accurately able to judge their own learning, while students in the free recall task group showed increased self-efficacy and interest in the material. These results suggest that the type of retrieval practice can have varying impacts and should be aligned with your educational goals.

Figure 1. Results from an experiment where participants either re-studied a passage or were tested on it before taking a final test of their reading comprehension at intervals of five minutes, two days, and one week later. Note that the test condition (retrieval practice) was better for longer-term retention. (Roediger & Karpicke, 2006)

How Can I Use it in My Class?

Retrieval practice (including tests amd quizzes) is a learning opportunity, not just a way to assess student learning. We can create these learning opportunities both in the classroom and asynchronously. Retrieval practice can take many forms, but the basic principle is this:

Regularly give students tasks that require them to recall information on their own.

Many of the activities involved in Active Learning at least partially depend on retrieval practice. Please refer to our page of Active Learning Strategies for more guidance.

Frequent, low-stakes assessments are more effective for learning (and less stressful for students!) than one or two high-stakes exams. Breaking up large exams into smaller quizzes, spread over weeks instead of a few hours, can offer retrieval practice to students while also providing the instructor with a better idea of how students are doing along the way. Reducing the stakes (i.e., the weight of the grade) by having multiple smaller parts to an assessment may reduce student stress while still providing the benefits of retrieval practice (Spzunar, 2013). See a deeper description of low-stakes practice and a diversity of options for implementing low-stakes assessments.