Over a century of research has established practice testing as a highly robust learning strategy that promotes long-term retention. However, learners do not always appreciate the benefits of testing for memory and do not use it as effectively as they could during their own self-regulated learning. The goal of this review is to identify common themes from research focused on learners’ metacognition about practice testing using the three components of metacognition (i.e., beliefs, monitoring, and control) as an organizational guide. To foreshadow the key findings from this research: (1) Without support, learners lack metacognitive awareness of testing as a tool to enhance memory but do recognize that testing can be used as a monitoring tool. (2) Learners can accurately monitor their learning while using practice testing when judgments are made in contexts that are representative of those encountered during a criterion test. (3) In educational contexts, learners report using less effective strategies equally or more often than practice testing. (4) Learners tend to test themselves only under conditions that encourage retrieval success, and rarely use a strategy involving repeated successful retrieval even when it would lead to improved retention. After reviewing research findings, I discuss various interventions that lead to learners using testing more often and more effectively in their own learning and offer recommendations for future research.

超过一个世纪的研究已经将实践测试确立为一种高度健壮的学习策略，可以促进长期保留。但是，学习者并不总是欣赏测试记忆的好处，并且不能在自己进行自我调节的学习中尽可能有效地使用记忆。这篇综述的目的是通过使用元认知的三个组成部分（即信念，监控和控制）作为组织指导，从侧重于学习者对实践测试的元认知的研究中找出共同的主题。为了预示这项研究的主要发现：（1）在没有支持的情况下，学习者缺乏将测试作为提高记忆力的工具的元认知意识，但确实意识到测试可以用作监视工具。（2）当在能代表标准测试中遇到的情况的情况下做出判断时，学习者可以在使用练习测试的同时准确地监控自己的学习情况。（3）在教育环境中，学习者报告说，与实践测试相比，他们使用效果较差的策略的效果相同或更多。（4）学习者倾向于仅在鼓励取得成功的条件下进行自我测试，并且很少使用涉及重复成功取得成功的策略，即使这会导致保留率提高。回顾研究结果之后，我将讨论各种干预措施，这些干预措施会导致学习者在自己的学习中更频繁，更有效地使用测试，并为以后的研究提供建议。与实践测试相比，学习者报告的是使用效果较差的策略同等或更频繁地报告。（4）学习者倾向于仅在鼓励取得成功的条件下进行自我测试，并且很少使用涉及重复成功取得成功的策略，即使这会导致保留率提高。回顾研究结果之后，我将讨论各种干预措施，这些干预措施会导致学习者在自己的学习中更频繁，更有效地使用测试，并为以后的研究提供建议。与实践测试相比，学习者报告的是使用效果较差的策略同等或更频繁地报告。（4）学习者倾向于仅在鼓励取得成功的条件下进行自我测试，并且很少使用涉及重复成功取得成功的策略，即使这会导致保留率提高。回顾研究结果之后，我将讨论各种干预措施，这些干预措施会导致学习者在自己的学习中更频繁，更有效地使用测试，并为以后的研究提供建议。