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）促进课堂学习：系统和元分析评论。

在过去的一个世纪里，数百项研究表明，与重新学习和许多其他学习策略（例如概念映射）相比，测试是一种有效的干预措施，可以增强对所学知识的长期保留并促进对新信息的掌握，这种现象被称为测试效果。这种效应在实验室以外的应用环境中有多强大？当前的审查整合了从 222 项独立研究中提取的 48,478 名学生的数据，以调查课堂测试强化学习的规模、边界条件和心理基础。结果表明，整体测试（测验）将学生的学业成绩提高到中等程度（g = 0.499）。影响的大小受多种因素的调节，包括控制条件下的学习策略、测试格式一致性、材料匹配、提供纠正反馈、测试重复次数、测试管理地点和时间点、治疗持续时间和实验设计。记录在案的发现支持 3 种解释课堂测试效果的理论：额外接触、适合转移的处理和动机。除了对理论发展的影响外，这些结果对于加强教学实践和指导教育政策具有实际意义，并突出了未来研究的重要方向。（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 种解释课堂测试效果的理论：额外接触、适合转移的处理和动机。除了对理论发展的影响外，这些结果对于加强教学实践和指导教育政策具有实际意义，并突出了未来研究的重要方向。（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 种解释课堂测试效果的理论：额外接触、适合转移的处理和动机。除了对理论发展的影响外，这些结果对于加强教学实践和指导教育政策具有实际意义，并突出了未来研究的重要方向。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。