Collection
Test-Enhanced Learning and Testing in Education: Contemporary Perspectives and Insights
- Submission status
- Closed
Editors
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Steven Pan
Steven C. Pan, PhD, is an Assistant Professor of Psychology at the National University of Singapore. His research investigates the optimization of human learning and memory processes in educational contexts. Dr. Pan also serves on the editorial boards of Educational Psychology Review and Journal of Experimental Psychology: Applied.
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John Dunlosky
John Dunlosky, PhD, is Professor and Director of SOLE Center in the Department of Psychological Sciences at Kent State University. Dr. Dunlosky's research program has focused on understanding three inter-related components of self-regulated learning: monitoring of learning, control of study time, and the application of effective strategies during learning. These three components of learning fall under the rubric of metacognition, which concerns people's cognition or beliefs about their cognitions. A major goal of all facets of his research involves developing techniques to improve student learning and achievement across multiple domains.
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Kate Xu &
Kate Xu
Kate M. Xu, PhD, is an Assistant Professor of Educational Sciences at the Open University of the Netherlands. Her research focuses on the motivational and cognitive processes of learning. She also serves on the editorial boards of Frontiers in Psychology and Learning and Instruction.
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Kim Ouwehand
Kim Ouwehand, PhD is an Assistant Professor at the Department of Psychology, Education & Child Studies/Educational and Developmental Psychology at Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam. Her research focuses on learning in individuals with a main interest in optimizing human information processing (i.e., memory and learning) by studying instructional and (physical and social) environmental factors.
Articles (14 in this collection)
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Emerging and Future Directions in Test-Enhanced Learning Research
Authors (first, second and last of 4)
- Steven C. Pan
- John Dunlosky
- Kim Ouwehand
- Content type: COMMENTARY
- Published: 12 February 2024
- Article: 20
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Personal Reflections on Science Communication and Sharing Retrieval Practice Research with Teachers
Authors
- Pooja K. Agarwal
- Content type: COMMENTARY
- Published: 28 December 2023
- Article: 3
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Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks
Authors (first, second and last of 6)
- Julian Roelle
- Tino Endres
- Alexander Renkl
- Content type: Review Article
- Open Access
- Published: 13 October 2023
- Article: 102
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Spaced Retrieval Practice: Can Restudying Trump Retrieval?
Authors (first, second and last of 6)
- Philip A. Higham
- Greta M. Fastrich
- Julie A. Hadwin
- Content type: Intervention Study
- Open Access
- Published: 26 September 2023
- Article: 98
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Prequestioning and Pretesting Effects: a Review of Empirical Research, Theoretical Perspectives, and Implications for Educational Practice
Authors
- Steven C. Pan
- Shana K. Carpenter
- Content type: REVIEW ARTICLE
- Open Access
- Published: 25 September 2023
- Article: 97
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Encouraging Students to Use Retrieval Practice: a Review of Emerging Research from Five Types of Interventions
Authors
- Shana K. Carpenter
- Content type: Review Article
- Published: 23 September 2023
- Article: 96
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The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment
Authors
- Dillon H. Murphy
- Jeri L. Little
- Elizabeth L. Bjork
- Content type: COMMENTARY
- Open Access
- Published: 08 September 2023
- Article: 89
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Pretesting Enhances Learning in the Classroom
Authors
- Nicholas C. Soderstrom
- Elizabeth Ligon Bjork
- Content type: INTERVENTION STUDY
- Published: 05 September 2023
- Article: 88
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Do Practice Tests (Quizzes) Reduce or Provoke Test Anxiety? A Meta-Analytic Review
Authors (first, second and last of 5)
- Chunliang Yang
- Jiaojiao Li
- David R. Shanks
- Content type: REVIEW ARTICLE
- Published: 25 August 2023
- Article: 87
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Effortful Tests and Repeated Metacognitive Judgments Enhance Future Learning
Authors
- Sara D. Davis
- Jason C. K. Chan
- Content type: INTERVENTION STUDY
- Published: 22 August 2023
- Article: 86
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Combining Retrieval Practice with Elaborative Encoding: Complementary or Redundant?
Authors
- Mark A. McDaniel
- Content type: Review Article
- Published: 11 July 2023
- Article: 75
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When More Is Not Better: Effects of Interim Testing and Feature Highlighting in Natural Category Learning
Authors
- Yewon Kang
- Hyorim Ha
- Hee Seung Lee
- Content type: INTERVENTION STUDY
- Published: 27 April 2023
- Article: 51
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How do Students Regulate Their Use of Multiple Choice Practice Tests?
Authors
- Sabrina Badali
- Katherine A. Rawson
- John Dunlosky
- Content type: INTERVENTION STUDY
- Published: 30 March 2023
- Article: 43