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In a study conducted by Pashler, Rohrer, Cepeda, and Carpenter, [17] participants had to learn a simple math principle in either a spaced or massed retrieval schedule. The participants given the spaced repetition learning tasks showed higher scores on a final test distributed after their final practice session. [17]
The central biological constructs involved in any kind of learning are those essential to memory formation, particularly those involved with semantic knowledge: the hippocampus and the surrounding Rhinal cortices. [citation needed] Each plays an important role in learning, and therefore in learning techniques such as distributed practice.
The test itself will contain a set amount of questions, and will have different resources provided within the test, depending on the subject. In an English standardized test, there will usually be multiple passages, and a few open response questions. There is also an answer eliminator for multiple-choice questions.
Spaced retrieval practice – trying to recover long-term memories quickly and accurately – is the subject of a different line of research but also shows that spaced practice (for example, taking a practice test every month) is more effective than massed practice. The significance of Spaced Learning may prove important in different ways:
The pre-testing effect, also known as errorful generation or pre-questioning, is a related but distinct category where testing material before the material has been learned appears to lead to better subsequent learning performance than would have been the case without the pre-test, provided that feedback is given as to the correct answers once ...
Investigations was developed between 1990 and 1998. It was just one of a number of reform mathematics curricula initially funded by a National Science Foundation grant. The goals of the project raised opposition to the curriculum from critics (both parents and mathematics teachers) who objected to the emphasis on conceptual learning instead of instruction in more recognized specific methods ...
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A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically, concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes.
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