Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.

  title={Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.},
  author={Chunliang Yang and Liang Luo and Miguel A. Vadillo and Rongjun Yu and David R. Shanks},
  journal={Psychological bulletin},
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 new information, compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extracted from 222 independent studies, to investigate… 
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