Abstract
Compared with other learning strategies, retrieval practice seems to promote superior long-term retention. This has been found mostly in conditions where learners take tests after being exposed to learning content. However, a pre-testing effect has also been demonstrated, with promising results. This raises the question, for a given amount of time dedicated to retrieval practice, whether learners should be tested before or after an initial exposure to learning content. Our experiment directly compares the benefits of post-testing and pre-testing relative to an extended reading condition, on a retention test 7 days later. We replicated both post-testing (d = 0.74) and pre-testing effects (d = 0.35), with significantly better retention in the former condition. Post-testing also promoted knowledge transfer to previously untested questions, whereas pre-testing did not. Our results thus suggest that it may be more fruitful to test students after than before exposure to learning content.
Highlights
The testing effect is a strong and well demonstrated effect.[1,2,3,4,5] As opposed to common learning practices such as reading, taking tests, and more generally retrieval practice during the learning phase contribute to better long term retention[6] by reducing the forgetting rate of information across time.[7]
The benefits of retrieval practice have been demonstrated in both laboratory and classroom settings[8,9] and for both simple and complex material.[10]
In a meta-analysis, Rowland[11] reported a mean effect size of g = 0.50 [IC-95%: 0.42, 0.58] from 61 studies comparing the effects of testing vs. restudying on the ability to learn new information after a first exposure to learning contents
Summary
The testing effect is a strong and well demonstrated effect.[1,2,3,4,5] As opposed to common learning practices such as reading, taking tests, and more generally retrieval practice during the learning phase contribute to better long term retention[6] by reducing the forgetting rate of information across time.[7] The benefits of retrieval practice have been demonstrated in both laboratory and classroom settings[8,9] and for both simple (e.g. word lists) and complex (e.g. prose passages) material.[10] In a meta-analysis, Rowland[11] reported a mean effect size of g = 0.50 [IC-95%: 0.42, 0.58] from 61 studies comparing the effects of testing vs restudying on the ability to learn new information after a first exposure to learning contents. Given prior knowledge on the testing effect, and in a context of trying to optimise the time allocated to learning, a more relevant question would be: Should teachers test their students before or Received: 29 January 2019 Accepted: 9 July 2019
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