I didn’t always include quizzes in my lessons. Quizzes, I believed, tested something superficial and English is far from being superficial. It seems strange to say this now when quizzing is everywhere.
It hardly feels necessary to state that retrieval improves retention. I’ve said this so many times to our teachers that I might need to stop saying it soon to avoid overstating the obvious.
But Yang, Luo, Vadillo, Yu and Shanks (2020) describe a small study from where the majority of teachers thought the main benefit of student self-testing was to find out what they didn’t know and only a fifth highlighted that testing would be better for retention than re-reading.
It made me wonder if the introduction of quizzes and knowledge organisers and all sorts of retrieval practices are understood or if I really understood the complexity of these things.
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