Sequence retrieval practice from less effortful item types (multiple choice, factual) to more effortful ones (short answer, applied) as learners reach mastery¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This scheduling strategy uses the model's finding that easier items permit more successful practice while successful practice on more difficult items yields greater benefit. The article recommends that "practice should begin with the less effortful item-type and transition to the more effortful (and more beneficial) item once students reach some level of mastery", with prior knowledge determining individual starting points. It aligns with scaffolding, zone of proximal development, and concreteness fading ideas the authors cite.

Design Implications¶

Context¶

Requirements¶

• Learners must achieve enough success on easier items to benefit; questions must be at an appropriate difficulty level so students are successful enough to gain from practice

Constraints¶

• Determining the optimal level of mastery matters because repeated practice of known information offers decreasing marginal returns; more analyses are needed before concluding applied multiple choice equates factual short answer difficulty

Target Learners¶

• adult MTurk learners in the experiment; students learning factual text-based material such as science concepts

Target Learning Goals¶

• durable factual and applied knowledge of text content through retrieval practice

Related Strategies¶

• Spaced Retrieval Practice
• Distributed Practice
• Frequent, Low-Stakes Quizzes

Examples¶

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Key Sources¶

• Maass, J.K. and Pavlik Jr., P.I. (2016). Modeling the Influence of Format and Depth during Effortful Retrieval Practice. Proceedings of the 9th International Conference on Educational Data Mining. https://eric.ed.gov/?id=ED592715