Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information, compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extracted from 222 independent studies, to investigate the magnitude, boundary conditions, and psychological underpinnings of test-enhanced learning in the classroom. The results show that overall testing (quizzing) raises student academic achievement to a medium extent (g = 0.499). The magnitude of the effect is modulated by a variety of factors, including learning strategy in the control condition, test format consistency, material matching, provision of corrective feedback, number of test repetitions, test administration location and timepoint, treatment duration, and experimental design. The documented findings support 3 theories to account for the classroom testing effect: additional exposure, transfer-appropriate processing, and motivation. In addition to their implications for theory development, these results have practical significance for enhancing teaching practice and guiding education policy and highlight important directions for future research. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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测试（测验）可促进课堂学习：系统的荟萃分析。

与重新学习和许多其他学习策略（例如，概念图）相比，在过去的一个世纪中，数百项研究表明，测试是增强研究知识的长期保留并促进对新信息的掌握的有效干预措施。测试效果。在实验室以外的应用环境中，这种影响的稳健性如何？当前的评估整合了来自222项独立研究的48,478名学生的数据，以调查课堂中测试增强型学习的规模，边界条件和心理基础。结果表明，总体测试（测验）将学生的学习成绩提高到中等水平（g = 0.499）。效果的大小受多种因素调节，包括控制条件下的学习策略，测试格式的一致性，材料匹配，提供纠正反馈，重复测试次数，测试管理位置和时间点，治疗持续时间和实验设计。记录在案的发现支持3种理论来说明课堂测试的效果：额外的暴露，适当的转移处理和动机。这些结果除了对理论发展有影响外，对加强教学实践和指导教育政策也具有现实意义，并突出了今后研究的重要方向。（PsycInfo数据库记录（c）2021 APA，保留所有权利）。记录在案的发现支持3种理论来说明课堂测试的效果：额外的暴露，适当的转移处理和动机。这些结果除了对理论发展有影响外，对加强教学实践和指导教育政策也具有现实意义，并突出了今后研究的重要方向。（PsycInfo数据库记录（c）2021 APA，保留所有权利）。记录在案的发现支持3种理论来说明课堂测试的效果：额外的暴露，适当的转移处理和动机。这些结果除了对理论发展有影响外，对加强教学实践和指导教育政策也具有现实意义，并突出了今后研究的重要方向。（PsycInfo数据库记录（c）2021 APA，保留所有权利）。