Skip to main content

Enhancing learning by quizzing: The forward testing effect - STEM Conference 2018

In recent years evidence has accumulated showing that interim testing (quizzing) of studied information such as lecture materials facilitates learning and retention of new information – the forward testing effect. The empirical evidence and putative mechanisms underlying this effect are described. The possible negative effects of administering interim tests and how these negative effects can be mitigated are discussed. Important directions for future research to explore are noted and the practical implications for optimizing learning and teaching in educational settings are summarized.

2.1 Shanks.pdf
2.1 Shanks.pdf View Document

The materials published on this page were originally created by the Higher Education Academy.