Using Retrieval Practice and Metacognitive Skills to Improve Content Learning
Bibliographic Data
| ID | 15016552 |
|---|---|
| Authors | Megan K Littrell (0000-0002-8378-1329, corresponding author), Megan K Littrell‐Baez, Angela Friend, Donna Caccamise, Christine Okochi (0000-0003-3904-6383) |
| Year | 2015 |
| Volume | 58 |
| Issue | 8 |
| Pages | 682-689 |
| Publication date | 2015-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.420 |
| OpenAlex | W2115266753 |
| Language | EN |
| Citations received | 2 |
| References cited | 29 |
Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low‐stakes, rather than traditional high‐stakes testing, can also be used as an effective pedagogical tool, improving long‐term learning, reading comprehension, and metacognition. So, as teachers plan formative assessments to measure their students’ learning, why not design those assessments as retrieval practice activities that simultaneously improve students’ learning as well as assessing it? This article provides recommendations for how teachers can implement retrieval practice in the classroom to assess and optimize content learning
Cognition · Comprehension · Content (measure theory · Formative assessment · Mathematics education · Metacognition · Pedagogy · Reading (process · Reading comprehension · Test (biology · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Memory Processes and Influences · Psychology
Metacognition
Accuracy of metacognitive monitoring affects learning of texts.
The Dunning–Kruger Effect
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts
Overconfidence produces underachievement
Memory and Metamemory Considerations in the Training of Human Beings
The Power of Testing Memory
Teaching With Challenging Texts in the Disciplines
Distributed practice in verbal recall tasks
Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use
| Citations per year | 0.29 |
|---|---|
| Citation span | 2019 - 2020 (2) |
| Highly cited | No |