When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning?
When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning?
复制标题
什么时候练习测试对于提高学生学习的持久性和效率最有效？
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
J. Dunlosky
中科院分区：
文献类型：
--
作者：
Katherine A. Rawson;J. Dunlosky
尽管终结性测试在教育界经常受到诟病，但实践测试是改善学生学习的最完善的策略之一。尽管有大量经验证据表明测试可以增强学习，但教师和学生并未充分利用实践测试作为学习策略。因此，本文的一个高层次目标是提倡更多地使用实践测试作为改善学生学习的手段。为此，我们讨论了建立测试增强学习的普遍性的先前研究，以及指出实践测试特别有效的条件的先前研究。然后，我们总结了一些最近的研究，这些研究探索了实践测试的时间表，这些时间表不仅会产生持久的学习，而且会最有效地进行。简单地说，一个特别有效的时间表包括练习检索，直到在初始学习期间正确回忆一次目标信息，然后在随后的三到四次课程中重新学习正确回忆一次。最后，我们认为探索持久性和效率这两个标准对于评估学习技术的效用非常有价值，我们为学生和教育工作者提供了一些基本的规范性结论以及对未来研究的建议。
Although summative testing is often maligned within educational communities, practice testing is one of the most well-established strategies for improving student learning. Despite the wealth of empirical evidence that testing can enhance learning, teachers and students underutilize practice testing as a learning strategy. Accordingly, a high-level goal of this paper is to advocate for increased use of practice testing as a means for improving student learning. To this end, we discuss prior research establishing the generality of test-enhanced learning as well as prior research that points to conditions under which practice testing is particularly effective. We then summarize some recent research that explores schedules of practice testing that will not only produce durable learning, but will do so most efficiently. To briefly foreshadow, a particularly effective schedule involves practicing retrieval until target information is correctly recalled once during initial learning and then relearned to one correct recall in three to four subsequent sessions. Finally, we argue that exploring both criteria—durability and efficiency—can be valuable for evaluating the utility of learning techniques, and we offer some basic prescriptive conclusions for students and educators as well as recommendations for future research.
DOI：
10.1037//0278-7393.11.3.472
发表时间：
1985-07
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Thomas O. Nelson
通讯作者：
Thomas O. Nelson