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 …

Background Formative assessments are vital for supporting learning and performance but
are also considered to increase the workload of teachers. As self‐assessments in higher …

Retrieval practice typically benefits later memory more than restudy (ie, the testing effect).
The benefits of retrieval-based learning generalize across a range of materials and contexts …

Background: Limited research has compared relationships among student characteristics,
study guide format, and academic performance. Objective: This study investigated relations …

Instructors often implement technology-based active learning pedagogies, such as clickers,
to maximise student engagement and facilitate learning outcomes. Despite the abundance …

This chapter offers guidance for aligning the course with desired learning outcomes and
evidence-based recommendations for structuring the course to maximize student …

Research has demonstrated that retrieval practice (ie, self-testing) promotes student
learning, but the bulk of the research has been conducted in laboratory settings using …

Retrieving information benefits later memory of that information typically to a greater degree
than equivalent restudy. This direct effect of retrieval (ie, the testing effect) has emerged as …

Background Generating questions by learners might be a potent learning technique but
previous research yielded several shortcomings and underlying mechanisms are not well …

Background: Most students rely on ineffective study habits to learn material instead of using
evidence-based strategies known to improve learning. Objective: The purpose of this study …