Karpicke, J. D., & Roediger, H. L. (2008). The Critical Importance of Retrieval for Learning. Science, 319(5865), 966–968. doi:10.1126/science.1152408
Summary: This paper reports the research which had following three goals:
Following are the results reported in this paper:
Assessment:
The research presented in this paper has produced results that contradict the conventional wisdom. The conventional wisdom is that if information can be recalled from memory, it has been learned and can be dropped from further practice, so students can focus their effort on other material. Research reported in this paper shows that this conventional wisdom is wrong. Even after items can be recalled from memory, eliminating those items from repeated retrieval practice greatly reduces long-term retention. Repeated retrieval induced through testing (and not repeated encoding during additional study) produces large positive effects on long-term retention. This is very important contribution that needs further validation for generalization.
Reflection:
Continuous testing is considered to be a best practice in software development. Looks like it is also a best practice in education! On more serious note, this paper strengthens the argument that technology can enhance quality of learning since repeated testing is easier with use of technology.
Summary: This paper reports the research which had following three goals:
- Once information can be recalled from memory, what are the effects of repeated encoding (during study trials) or repeated retrieval (during test trials) on learning and long-term retention, assessed after a week delay?
- Examine students’ assessments of their own learning.
- Is speed of learning correlated with long-term retention, and if so, is the correlation positive (processes that promote fast learning also slow forgetting and promote good retention) or negative (quick learning may be superficial and produce rapid forgetting)?
Following are the results reported in this paper:
- Repeated retrieval practice enhanced long-term retention, whereas repeated studying produced essentially no benefit.
- Students’ predictions of their performance were uncorrelated with actual performance.
- Forgetting rate for information is not necessarily determined by speed of learning but, instead, is greatly determined by the type of practice involved.
Assessment:
The research presented in this paper has produced results that contradict the conventional wisdom. The conventional wisdom is that if information can be recalled from memory, it has been learned and can be dropped from further practice, so students can focus their effort on other material. Research reported in this paper shows that this conventional wisdom is wrong. Even after items can be recalled from memory, eliminating those items from repeated retrieval practice greatly reduces long-term retention. Repeated retrieval induced through testing (and not repeated encoding during additional study) produces large positive effects on long-term retention. This is very important contribution that needs further validation for generalization.
Reflection:
Continuous testing is considered to be a best practice in software development. Looks like it is also a best practice in education! On more serious note, this paper strengthens the argument that technology can enhance quality of learning since repeated testing is easier with use of technology.
No comments:
Post a Comment