Conventional wisdom is that new information is acquired while studying and then the extent to which the material has been successfully learned is assessed through testing. Typically, most individuals consider examinations neutral with respect to the actual learning process. Yet research has reported that tests themselves may be an important part of long-term retention of new information 

In one study, Karpicke and Roediger (2007) set up three different study conditions to determine what study behaviors result in the best retention of knowledge: reading or practice testing

• In CONDITION 1, students read blocks of information related to the test four times, waited five minutes, and then took a quiz.
• In CONDITION 2, students read blocks of information related to the test three times, took a practice test (receiving no feedback), waited five minutes, and then took a quiz.
• In CONDITION 3, students read blocks of information related to the test just once, took three different practice tests (receiving no feedback), waited five minutes, and then took a quiz.

While CONDITION 1 (the repeated reading condition) yielded better results on the quiz, those in CONDITION 3 (the repeated testing condition) scored significantly better one week later.

At that later time there was a significant reversal of three groups. Those who had repeated practice quizzes performed significantly better than the group who had more repeated study opportunities. Perhaps most interesting is that there was a very small (relatively speaking) decrease in performance over time for the group who had multiple testing opportunities (particularly as they received no feedback on the practice tests).

Several additional studies have confirmed the importance of repeated recall in solidifying information in long-term memory. Implications include the value of in-class practice quizzes in class, group discussions (additional recall), and students quizzing one another.

Practical Implications for the Classroom

The findings from this research invite us to rethink the traditional role of testing in the learning process. Rather than viewing quizzes and tests solely as a means of assessment,they can be powerful tools for reinforcing learning. 

• Incorporate Low-Stakes Practice Quizzes: Regular low-point or no-grade quizzes during class can stimulate recall and help students retain information more effectively over the long term.
• Facilitate Peer Quizzing: Encourage students to quiz one another. This not only makes the learning process more interactive but also promotes collaborative learning and the reinforcement of knowledge through discussion.
• Use Group Discussions for Recall: Structured group discussions that focus on recalling and explaining material can be highly beneficial. When students articulate their understanding and challenge each other’s interpretations, they engage in the kind of active retrieval practice that enhances memory retention.
• Combine Multiple Study Methods: While repeated reading or study sessions may boost short-term performance, integrating them with active recall practices such as practice testing can provide the best of both worlds. Encourage students to mix their study routines to include both review and active testing.
• Emphasize the Value of Students Testing Themselves: Inform students about the benefits of testing as a study strategy. When students understand that the act of recalling information can enhance their memory, they may be more motivated to incorporate self-testing into their study habits

Resources

Karpicke, J.D., & Roediger, H.L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162.

Adapted from a 2014 teaching tip by Todd Zakrajsek.

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About the author

Todd D. Zakrajsek, PHD, is an associate professor in the Department of Family Medicine at UNC - Chapel Hill and President of the International Teaching Learning Cooperative, which leads five annual Lilly Teaching Conferences. Todd’s recently co-authored books include Teaching at Its Best: A Research-Based Resource for College Instructors, 5th Edition (2023).; The New Science of Learning, 3rd ed (2022); Teaching for Learning, 2nd ed, (2021); Advancing Online Teaching (2021); and Dynamic Lecturing (2017).

Edited and designed by Christina Moore, Center for Excellence in Teaching and Learning at Oakland University. Others may share and adapt under Creative Commons License CC BY-NC.

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