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2 references
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- Vol 5 RE: Chapter 8
retrieval practicesystematic reviewclassroom researcheffect sizesfeedback timingresearch generalizabilityJournal article Evidence summaryAt a glance
This systematic review asks whether retrieval practice works under normal school and classroom conditions. The authors screened nearly 2,000 abstracts and applied narrow inclusion criteria to 50 experiments involving 5,374 learners.
Key ideas
Of 49 reported effect sizes, 57 percent showed medium or large benefits. Positive effects appeared across educational levels, subject areas, test delays, retrieval formats, final-test formats, and different timings of practice and feedback. The review avoids collapsing highly varied classroom designs into one pooled estimate and instead reports individual effects and confidence intervals. A key limitation is geographic representation: only six percent of experiments came from non-WEIRD countries.
Why it matters
For educators, the findings support low-stakes retrieval as a broadly useful strategy while underscoring the need to adapt implementation to context and expand research with more diverse learners.
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- Vol 5 RE: Chapter 10
- Vol 5 TE: App C
formative feedbackfeedback timingfeedback specificitytask-focused feedbackprocess-focused feedbackself-regulationstudent revisionfeedback useBook Evidence summaryAt a glance
Brookhart presents feedback as information that helps students understand a learning goal, judge their current work, and decide what to do next.
Key ideas
Effective feedback is timely enough to be used, specific without doing the thinking for the learner, and expressed in language the student can understand. It should focus on the task, the process used, or productive self-regulation rather than praise, comparison, or fixed personal qualities. The second edition examines feedback at several scales: individual oral and written comments, an episode of learning in which students act on information, and longer-term effects on learning and motivation. For educators, the book recommends matching amount and mode to the learner and task, describing strengths and a manageable next step, and building immediate opportunities for revision.
Why it matters
Feedback succeeds only when students interpret and use it to extend learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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