After training, d.tech teachers adopted low-stakes practice tests and spaced, interleaved practice in their classrooms¶

Claim · All claims
Evidence · 1 study (2 entries) · design r1 · q2
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

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? Following the training, several d.tech teachers began using regular, low-stakes practice tests to improve students' retention of information. → Digital Promise 2017 q2 i? A biology teacher implemented interleaving by using flashcard software that showed students different material at spaced intervals of time. → Digital Promise 2017 (2)

Evidence¶

Digital Promise 2017¶

Digital Promise. (2017). Learning by Design: How Design Tech High School Uses Research. Digital Promise. https://digitalpromise.dspacedirect.org/items/93bddee8-5856-4faf-8758-71aae4ce8716

q2 · i? · qualitative · r1

Practitioner accounts in the case study describe adoption of low-stakes practice tests after professional development on effective learning strategies. Adoption is described anecdotally; no retention outcome data are printed.

"Cerra said after the training, several d.tech teachers began using regular, low-stakes practice tests to improve students’ retention of information."

Digital Promise 2017 (2)¶

Digital Promise. (2017). Learning by Design: How Design Tech High School Uses Research. Digital Promise. https://digitalpromise.dspacedirect.org/items/93bddee8-5856-4faf-8758-71aae4ce8716

q2 · i? · design · r1

The report describes biology teacher Neal Addicott implementing interleaved practice via flashcard software that reintroduced material after an appropriate forgetting interval. The account is descriptive with no learning outcome measures.

"Addicott found software that would help him create flashcards, and then a sequence that would show students different material at spaced intervals of time."

Discussion¶

Retrieval practice improves long-term retention — a broader claim this one bears on
Learners misjudge which learning strategies are effective — related
Spaced Retrieval Improves Retention — a broader claim this one bears on
Spaced Repetition Improves Retention — a broader claim this one bears on
Interleaving category examples improves inductive category learning for visual and mathematical materials, but not for expository texts or word categories — a broader claim this one bears on
Retrieval practice produces better retention than restudying, with meta-analytic reviews reporting people 2.5 times as likely to remember tested information and medium-to-large classroom effects — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`dtech-teachers-adopt-retrieval-interleaving`
`title`	`After training, d.tech teachers adopted low-stakes practice tests and spaced, interleaved practice in their classrooms`
`description`	`After training, d.tech teachers adopted low-stakes practice tests and spaced, interleaved practice in their classrooms`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2017`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `digital-promise-2017`, `digital-promise-2017-2`

Frontmatter is the page's machine-readable record — see the Schema & Guide.