Testing effect

Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4–5), 528–558

Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review.

# Retrieval practice may be less effective without feedback

A systematic review by Agarwal et al (2021) found that experiments which did not include feedback mostly (4/6) produced small effects.

![](BearImages/7A2A7D16-DE27-4418-8644-445BD17687CF/2183C187-CDF4-4F9E-9CF0-E1467C76752A.png)

[[zV1xNteVY4otyHP5gCcanVN:::Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review.]]

*   Weak evidence in [[zTxLkeaWCdBHQYW73o5n6Ka:::Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19(4–5), 528–558]], comparing results in two experiments, finds that provision of feedback led to greater final test performance (but only for short-answer retrieval format, not multiple choice).






