Testing improves long-term retention in a simulated classroom setting
Abstract
The benefits of testing on long-term retention of lecture material were examined in a simulated classroom setting. Participants viewed a series of three lectures on consecutive days and engaged in a different type of postlecture activity on each day: studying a lecture summary, taking a multiple choice test, or taking a short answer test. Feedback (correct answers) was provided for half of the responses on the multiple choice and short answer tests. A final comprehensive short answer test was given 1 month later. Restudying or taking a multiple choice test soon after learning improved final recall relative to no activity, but taking an initial short answer test improved final recall the most. Feedback did not affect retention, probably due to the high level of performance on the initial tests. This finding is a powerful demonstration of how tests (especially recall tests) can improve retention of material after long retention intervals.
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When material has been previously studied, taking an MCQ test followed by feedback yields comparable final test performance to restudying.
“When material has been previously studied, taking an MCQ test followed by feedback has been found to yield comparable final test performance to restudying (e.g.Butler & Roediger, 2007; S. H. K. Kang, McDermott, & Roediger, 2007;McDaniel, Anderson, Derbish, & Morisette, 2007).”
From The benefit of generating errors during learning (2014) · cites this paper as Butler & Roediger, 2007
When cued or free recall is employed during the learning phase, many studies have found improved subsequent memory performance on a final test compared to when recognition is used.
“When cued or free recall is employed during the learning phase, many studies have found improved subsequent memory performance on a final test compared to when recognition is used (Butler & Roediger, 2007; Kang et al., 2007; Stenlund et al., 2016); for reviews, see (McDermott, 2021; Rowland, 2014).”
From Does difficulty moderate learning? A comparative analysis of the desirable difficulties framework and cognitive load theory (2025) · cites this paper as Butler & Roediger, 2007
Tasks requiring a generated response (cued and free recall) consistently yield higher long-term retention.
“This notion can be compared to the DDF/REH in that tasks requiring a generated response (cued and free recall) consistently yield higher long-term retention (Butler & Roediger, 2007; Carpenter & DeLosh, 2006; Endres & Renkl, 2015; Kang et al., 2007; Stenlund et al., 2016); for reviews, see McDermott (2021) and Rowland (2014).”
From Does difficulty moderate learning? A comparative analysis of the desirable difficulties framework and cognitive load theory (2025) · cites this paper as Butler & Roediger, 2007
The beneficial effects of retrieval practice have been demonstrated across a variety of materials, including word lists, paired associates, nonverbal materials, face-name pairings, prose passages, science articles, videotaped lectures, and narrated animations.
“The beneficial effects of retrieval practice have been demonstrated across a variety of materials, as reviewed by Dunlosky et al. (2013).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Butler & Roediger 2007
Some studies have demonstrated testing effects using classroom materials or using experimenter-created materials in a simulated classroom setting.
“Some studies have demonstrated testing effects using classroom materials (e.g., Carpenter et al. 2009) or using experimenter-created materials in a simulated classroom setting (Butler & Roediger 2007, Duchastel & Nungester 1982); to date, however, very few studies have attempted to address whether introduction of in-class quizzing can improve actual course grades.”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Butler & Roediger 2007
Of the more applied studies that have used standard educational materials, many have taken place in simulated classrooms.
“Of the more applied studies that have used standard educational materials, many have taken place in simulated classrooms.23”
From Test-enhanced learning in medical education (2008) · cites this paper as [23]
In Butler and Roediger's experiment, on a final test 1 month later, taking an initial short-answer test yielded better retention than either taking an initial MCQ test or studying the lecture summary.
“On a final test administered 1 month later, taking an initial short-answer test yielded better retention than either taking an initial MCQ test or studying the lecture summary.”
From Test-enhanced learning in medical education (2008) · cites this paper as [23]
Using production tests in the classroom will promote better retention than recognition tests.
“This study and others indicate that using production tests in the classroom will promote better retention than recognition tests.23,24”
From Test-enhanced learning in medical education (2008) · cites this paper as [23]
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- Authors
- Butler, A. C., & Roediger, H. L.
- Affiliations
- Washington University in St. Louis (US)
- Corresponding author
- Butler, Andrew C.
- ORCID
- Butler, Andrew C.
- Venue
- European Journal of Cognitive Psychology
- Publisher
- Informa UK Limited
- Published
- 2007-07
- Volume
- 19
- Issue
- 4-5
- Pages
- 514-527
- ISSN
- 0954-1446 (ISSN-L)
- 1464-0635
- OpenAlex
- W2169834253
- Cited by
- 434
- References
- 41
- Citations by year
- 2026: 11 · 2025: 13 · 2024: 24 · 2023: 21 · 2022: 30 · 2021: 23 · 2020: 30 · 2019: 20 · 2018: 41 · 2017: 25 · 2016: 23 · 2015: 33 · 2014: 31 · 2013: 17 · 2012: 20
- FWCI
- 8.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The European Journal of Cognitive Psychology (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Innovative Teaching Methods
- Keywords
- testing effect, long-term retention, recall tests, short-answer tests, multiple-choice tests, feedback, lecture summaries, restudying, simulated classroom, memory retention
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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