In the author's cited longitudinal classroom experiments, lessons with retrieval practice raised course grades from a C to an A level, and three spaced retrieval opportunities were optimal even nine months later¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2024 · checked against its sources 2026-10-22 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Teachers' lessons that included retrieval practice, compared to re-reading statements or lessons without retrieval practice, benefitted students' long-term learning and raised course grades from a C to an A level (Roediger et al., 2011). → Pooja K. Agarwal 2024 q2 i? Lessons with three spaced opportunities for retrieval practice were optimal for increasing learning, even when measured nine months later (McDaniel et al., 2011). → Pooja K. Agarwal 2024 (2)

Evidence¶

Pooja K. Agarwal 2024¶

Pooja K. Agarwal. (2024). Personal reflections on science communication and sharing retrieval practice research with teachers. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09839-w

q2 · i? · qualitative · r1

The commentary attributes this to longitudinal classroom experiments conducted over nearly 10 years with 1,500 K–12 students in a public school district near St. Louis, Missouri, comparing retrieval-practice lessons to re-reading or no-retrieval lessons. Reported here as the authors' summary of that work.

"we found that teachers' lessons that included retrieval practice—compared to re-reading statements or lessons without retrieval practice—benefitted students' long-term learning and raised course grades from a C to an A level (Roediger et al., 2011)"

Pooja K. Agarwal 2024 (2)¶

q2 · i? · design · r2

The commentary attributes this follow-up classroom experiment finding to McDaniel et al. (2011): three spaced retrieval opportunities were optimal, with retention measured nine months later. No effect size is printed in this article.

"lessons with three spaced opportunities for retrieval practice was optimal for increasing learning, even when measured nine months later (McDaniel et al., 2011)"

Discussion¶

Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses — related
Benefits of retrieval practice have persisted for 6 months in medical students and 9 months in middle-school students — related
Retrieval practice improves long-term retention — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`classroom-experiments-retrieval-grades-and-spacing`
`title`	`In the author's cited longitudinal classroom experiments, lessons with retrieval practice raised course grades from a C to an A level, and three spaced retrieval opportunities were optimal even nine months later`
`description`	`In the author's cited longitudinal classroom experiments, lessons with retrieval practice raised course grades from a C to an A level, and three spaced retrieval opportunities were optimal even nine months later`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2024`
`source_checked`	`2026-10-22`
`generated`	by `process:wiki-ingest` on `2026-10-22`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `pooja-k-agarwal-2024`, `pooja-k-agarwal-2024-2`

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