The testing effect from frequent retrieval is revealed only on later comprehensive tests, not in performance in other courses¶

Claim · All claims
Evidence · 1 study · associational r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Daily testing benefits are robust in cognitive psychology, but the author argues the benefit of frequent retrieval appears on later comprehensive testing such as a final exam, and no course-wide intervention is known to improve performance in other concurrent courses. → Robinson 2021

Evidence¶

Robinson 2021¶

Robinson, D. H. (2021). A Complete SMOCkery: Daily Online Testing Did Not Boost College Performance. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09588-0

q1 · i? · associational · r2

The author's interpretive argument in the discussion, citing the robust testing-effect literature (e.g., Roediger and Karpicke 2006) to argue the original claim of cross-course benefits lacks any known mechanism or precedent. No new data are offered for this point.

"the benefit of having students frequently retrieve newly learned information is only revealed during later comprehensive testing such as a final exam. No one has ever claimed that frequent testing can improve student performance in other courses. And there are certainly no course-wide interventions that improve student performance in other concurrent courses!"

Discussion¶

Related Claims¶

• Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses — related
• Retrieval Practice Improves Transfer — related