Test-enhanced learning in the classroom: long-term improvements from quizzing.

@article{Roediger2011TestenhancedLI,
  title={Test-enhanced learning in the classroom: long-term improvements from quizzing.},
  author={Henry L. Roediger and Pooja K. Agarwal and Mark A. McDaniel and Kathleen B. McDermott},
  journal={Journal of experimental psychology. Applied},
  year={2011},
  volume={17 4},
  pages={
          382-95
        }
}
Three experiments examined whether quizzing promotes learning and retention of material from a social studies course with sixth grade students from a suburban middle school. The material used in the experiments was the course material students were to learn and some of the dependent measures were the actual tests on which students received grades. In within-subject designs, students received three low-stakes multiple-choice quizzes in Experiments 1 and 2 and performance on quizzed items was… 

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