Implement weekly low-stakes spaced recall quizzes cycling fundamental concepts monthly, with a plan to address student frustration¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

A classroom strategy in which a small portion of weekly class time is used for short timed quizzes on previously taught fundamental concepts, with concepts cycling roughly monthly. The article found that "identifying essential knowledge such as fundamental concepts and then providing students weekly spaced quizzes where the identified concepts cycle monthly, positively effects students' ability to recall those concepts at the end of the academic year." Quizzes were worth only 4% of the grade to keep them low stakes.

Design Implications¶

Context¶

Requirements¶

• Effortful recall is a key factor, so students must be motivated to expend effort, e.g., via low-stakes points or other motivation
• Quizzes should be spaced so initial retrieval is neither too soon nor too effortful, based on the exposure gap design

Constraints¶

• Students reported negative feelings and frustration with the quizzes; the article states any implementation "should include a plan to address students' frustration with the experience"
• If graded, student concerns about grade impact should be addressed, e.g., by making quizzes low stakes or ungraded

Target Learners¶

• post high school precalculus students in a preparatory program

Target Learning Goals¶

• long-term retention of fundamental mathematical concepts

Claims¶

• The retention benefit of spaced recall quizzes holds regardless of the hour of the day the class meets [+W]
• The retention benefit of spaced recall quizzes holds regardless of instructor teaching experience [+W]
• Weekly spaced recall quizzes on fundamental concepts significantly improve 6-month retention of those concepts in a precalculus course [+W]

Related Strategies¶

• Frequent, Low-Stakes Quizzes
• Low Stakes Quizzing
• Retrieval Practice Activities
• Last Lesson, Last Week, Last Month
• Incorporating Methods for Self-Testing
• Cumulative Review Quizzes
• Cumulative Quizzing
• Timed Retrieval Practice

Examples¶

-

Key Sources¶

• Lindquist, D. S., Sparrow, B. E., & Lindquist, J. M. (2024). Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course. Instructional Science, 52, 859-878. https://doi.org/10.1007/s11251-024-09680-w