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ERIC Number: EJ1059118
Record Type: Journal
Publication Date: 2015-May
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1081-3004
Using Retrieval Practice and Metacognitive Skills to Improve Content Learning
Littrell-Baez, Megan K.; Friend, Angela; Caccamise, Donna; Okochi, Christine
Journal of Adolescent & Adult Literacy, v58 n8 p682-689 May 2015
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A