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Retrieval practice "in the wild": teachers' reported use of retrieval practice in the classroom

  • Anglia Ruskin University
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

Retrieval practice has been shown to be an effective and efficient way to enhance learning and which has led researchers to call for retrieval practice to be part of teachers' regular repertoire of activities within a classroom. Recent policy changes in England have seen retrieval practice being encouraged and emphasized as a strategy that teachers should use in their practice. However, much of the research to support this has been conducted under controlled studies both in laboratory and classroom settings. Therefore, in the present study, we report on how teachers in England are implementing retrieval practice “in the wild”—in their classrooms outside of a controlled study. Findings indicate that teachers are using retrieval practice regularly in the classroom, even if it is not part of a mandatory school policy, with quizzes and short answer questions being the most reported format used. Additionally, teachers are motivated to use retrieval practice beyond the direct benefit of the testing effect.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 249-257 (9 pages)

Journal (Volume, Issue Number)

Mind, Brain, and Education (Volume 18, Issue 3)

Publication milestones

  • Accepted/In press - 27/05/2024
  • Published - 19/06/2024

Publication status

Published - 19/06/2024

ISSN

1751-2271

External Publication IDs

  • handle.net: 10547/626331
  • Scopus: 85196257279

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