ABSTRACT

Long-term memory of a stimulus is likely to be better when individuals are tested on the stimulus than when they merely restudy it. This “testing effect” suggests tests could be used in real classroom contexts to improve students’ academic performance. However, real classroom contexts can be regarded as evaluative contexts which might change the meaning and effects of tests. The present paper reviews existing evidence of the positive effect of testing on learning in real classroom academic settings and on learning material that is part of the curriculum. While underscoring the positive effects testing can have in real classroom contexts, it also highlights features of classroom testing that may be particularly helpful for teachers. The review also points to important challenges that will need to be addressed in future research into the testing effect in real classroom contexts.

摘要

当个体接受刺激测试时，对刺激的长期记忆可能比他们仅仅重新学习它时更好。这种“测试效应”表明可以在真实的课堂环境中使用测试来提高学生的学习成绩。然而，真实的课堂情境可以被视为可能会改变考试意义和效果的评价性情境。本论文回顾了现有证据，证明测试对真实课堂学术环境中的学习和作为课程一部分的学习材料具有积极影响。在强调测试在真实课堂环境中可能产生的积极影响的同时，它还强调了课堂测试可能对教师特别有帮助的特征。