Retrieval Practice “in the Wild”: Teachers' Reported Use of Retrieval Practice in the Classroom

• Published in: Mind, brain and education brain and education, 2024-08, Vol.18 (3), p.249-257
• Main Authors: Bates, Gareth, Shea, James
• Format: Article
• Language: English
• Subjects: Classrooms
• ISSN: 1751-2271; 1751-228X
• DOI: 10.1111/mbe.12420

Retrieval practice has been shown to be an effective and efficient way to enhance learning and which has led researchers to call for retrieval practice to be part of teachers' regular repertoire of activities within a classroom. Recent policy changes in England have seen retrieval practice being encouraged and emphasized as a strategy that teachers should use in their practice. However, much of the research to support this has been conducted under controlled studies both in laboratory and classroom settings. Therefore, in the present study, we report on how teachers in England are implementing retrieval practice “in the wild”—in their classrooms outside of a controlled study. Findings indicate that teachers are using retrieval practice regularly in the classroom, even if it is not part of a mandatory school policy, with quizzes and short answer questions being the most reported format used. Additionally, teachers are motivated to use retrieval practice beyond the direct benefit of the testing effect. LAY ABSTRACT Recalling previously learnt information from memory can boost learning. By using strategies in the classroom that encourage students to recall information, teachers can improve student outcomes. In England, teachers are encouraged, through educational policy, to use these strategies in their classrooms. The present study demonstrates that teachers in England are regularly using strategies that encourage students to recall information to support learning.