Práctica de recuperación en escuelas: revisión narrativa sobre formatos de las pruebas
DOI:
https://doi.org/10.26512/lc28202243014Palabras clave:
Educación, Formato de prueba, AprendizajeResumen
La práctica de recuperación, es decir, intentar recordar contenido ya visto, es considerada una de las estrategias más efectivas para generar aprendizaje de larga duración. Para promover su uso eficaz, esta revisión narrativa se enfoca en sugerir pautas sobre la aplicación de diferentes formatos de pruebas, a menudo usados para practicar recordar, y señalar sus ventajas y desventajas. Los estudios revisados involucraron a alumnos desde el jardín de infantes hasta la graduación. En general, la práctica de recuperación puede beneficiar el aprendizaje de diferentes contenidos siempre que los formatos de prueba se adapten a la edad del alumno, independientemente de los materiales utilizados.
Descargas
Citas
Abbott, E. E. (1909). On the analysis of the factor of recall in the learning process. Psychological Review: Monograph Supplements, 11(1), 159-177. https://doi.org/10.1037/h0093018
Agarwal, P. K., & Bain, P. M. (2019). Powerful Teaching: unleash the science of learning. Jossey-Bass.
Agarwal, P. K., D’Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle schooland high school students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131-139. https://doi.org/10.1016/j.jarmac.2014.07.002
Agarwal, P. K., Roediger, H. L., McDaniel, M. A., & McDermott, K. B. (2013). How to use retrieval practice to improve learning [E-book]. Washington University in St. Louis. https://www.retrievalpractice.org/library
Agarwal, P. K., Roediger, H. L., McDaniel, M. A., & McDermott, K. B. (2018). Como a Prática de Lembrar pode ser utilizada para melhorar a aprendizagem [E-book]. Washington University in St. Louis. https://www.retrievalpractice.org/library
Aslan, A., & Bäuml, K. H. T. (2016). Testing enhances subsequent learning in older but not in younger elementary school children. Developmental Science, 19(6), 992–998. https://doi.org/10.1111/desc.12340
Barenberg, J., & Dutke, S. (2019). Testing and metacognition: retrieval practise effects on metacognitive monitoring in learning from text. Memory, 27(3), 269-279. https://doi.org/10.1080/09658211.2018.1506481
Barenberg, J., Berse, T., Reimann, L., & Dutke, S. (2021). Testing and transfer: Retrieval practice effects across test formats in English vocabulary learning in school. Applied Cognitive Psychology, 35(3), 700-710. https://doi.org/10.1002/acp.3796
Bjork, R. A. (1975). Retrieval as a Memory Modifier: an interpretation of negative recency and related phenomena. Em R. L. Solso (Ed.). Information processing and cognition: The Loyola Symposium (pp. 123-144). Lawrence Erlbaum Associates.
Brabec, J. A., Pan, S. C., Bjork, E. L., & Bjork, R. A. (2021). True-False Testing on Trial: Guilty as Charged or Falsely Accused? Educational Psychology Review, 33(2), 667-692. https://doi.org/10.1007/s10648-020-09546-w
Brojde, C. L., & Wise, B. W. (2008). An Evaluation of the Testing Effect with Third Grade Students. Proceedings of the 3-Th Annual Meeting of the Cognitive Science Society, 1362-1367.
Butler, A. C. (2018). Multiple-Choice Testing in Education: Are the Best Practices for Assessment Also Good for Learning? Journal of Applied Research in Memory and Cognition, 7(3), 323-331. https://doi.org/10.1016/j.jarmac.2018.07.002
Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19(4-5), 514-527. https://doi.org/10.1080/09541440701326097
Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory and Cognition, 36(3), 604-616. https://doi.org/10.3758/MC.36.3.604
Butler, A. C., Marsh, E. J., Goode, M. K., & Roediger, H. L. (2006). When additional multiple-choice lures aid versus hinder later memory. Applied Cognitive Psychology, 20(7), 941-956. https://doi.org/10.1002/acp.1239
Cantor, A. D., Eslick, A. N., Marsh, E. J., Bjork, R. A., & Bjork, E. L. (2015). Multiple-choice tests stabilize access to marginal knowledge. Memory & Cognition, 43(2), 193-205. https://doi.org/10.3758/s13421-014-0462-6
Carpenter, S. K. (2011). Semantic Information Activated During Retrieval Contributes to Later Retention: Support for the Mediator Effectiveness Hypothesis of the Testing Effect. Journal of Experimental Psychology: Learning Memory and Cognition, 37(6), 1547-1552. https://doi.org/10.1037/a0024140
Carpenter, S. K., Lund, T. J. S., Coffman, C. R., Armstrong, P. I., Lamm, M. H., & Reason, R. D. (2016). A Classroom Study on the Relationship Between Student Achievement and Retrieval-Enhanced Learning. Educational Psychology Review, 28(2), 353-375. https://doi.org/10.1007/s10648-015-9311-9
Carpenter, S. K., Pashler, H., & Cepeda, N. J. (2009). Using tests to enhance 8th grade students’ retention of U.S. history facts. Applied Cognitive Psychology, 23(6), 760-771. https://doi.org/10.1002/acp.1507
Collins, A. J., & Fauser, C. J. M. B. (2005). Balancing the strengths of systematic and narrative reviews. Human Reproduction Update, 11 (2),103-104. https://doi.org/10.1093/humupd/dmh058
Cornell, E. H., Sénéchll, M., & Broda, L. S. (1988). Recall of Picture Books by 3-Year-Old Children: Testing and Repetition Effects in Joint Reading Activities. Journal of Educational Psychology, 80(4), 537-542. https://doi.org/10.1037/0022-0663.80.4.537
de Jonge, M., Tabbers, H. K., & Rikers, R. M. J. P. (2015). The Effect of Testing on the Retention of Coherent and Incoherent Text Material. Educational Psychology Review, 27(2), 305-315. https://doi.org/10.1007/s10648-015-9300-z
Dirkx, K. J. H., Kester, L., & Kirschner, P. A. (2014). The testing effect for learning principles and procedures from texts. Journal of Educational Research, 107(5), 357-364. https://doi.org/10.1080/00220671.2013.823370
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4-58. https://doi.org/10.1177/1529100612453266
Ekuni, R., & Pompeia, S. (2020). Prática De Lembrar: a Quais Fatores Os Educadores Devem Se Atentar? Psicologia Escolar e Educacional, 24, e220284. https://doi.org/10.1590/2175-35392020220284
Ekuni, R., Souza, B. M. N., Agarwal, P. K., & Pompeia, S. (2020). A conceptual replication of survey research on study strategies in a diverse, non- WEIRD student population. Scholarship of Teaching and Learning in Psychology, Advance online publication, 8(1), 1–14. https://doi.org/10.1037/stl0000191
Elias, C. D. S. R., da Silva, L. A., Martins, M. T. D. S. L., Ramos, N. A. P., de Souza, M. D. G. G., & Hipólito, R. L. (2012). Quando chega o fim? Uma revisão narrativa sobre terminalidade do período escolar para alunos deficientes mentais. SMAD, Revista Electrónica en Salud Mental, Alcohol y Drogas, 8(1), 48-53. https://doi.org/10.11606/issn.1806-6976.v8i1p48-53
Enders, N., Gaschler, R., & Kubik, V. (2021). Online Quizzes with Closed Questions in Formal Assessment: How Elaborate Feedback can Promote Learning. Psychology Learning and Teaching, 20(1), 91-106. https://doi.org/10.1177/1475725720971205
Endres, T., Kranzdorf, L., Schneider, V., & Renkl, A. (2020). It matters how to recall – task differences in retrieval practice. Instructional Science, 48(6), 699-728. https://doi.org/10.1007/s11251-020-09526-1
Fazio, L. K., & Agarwal, P. K. (2020). How To Implement Retrieval-Based Learning in Early Childhood [E-book]. Washington University in St. Louis. https://www.retrievalpractice.org/library
Foss, D. J., & Pirozzolo, J. W. (2017). Four semesters investigating frequency of testing, the testing effect, and transfer of training. Journal of Educational Psychology, 109(8), 1067-1083. https://doi.org/10.1037/edu0000197
Fritz, C. O., Morris, P. E., Nolan, D., & Singleton, J. (2007). Expanding retrieval practice: An effective aid to preschool children’s learning. Quarterly Journal of Experimental Psychology, 60(7), 991-1004. https://doi.org/10.1080/17470210600823595
Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., & Tabbers, H. K. (2014a). The effect of retrieval practice in primary school vocabulary learning. Applied Cognitive Psychology, 28(1), 135-142. https://doi.org/10.1002/acp.2956
Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., & Zwaan, R. A. (2014b). The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning. Journal of Applied Research in Memory and Cognition, 3(3), 177-182. https://doi.org/10.1016/j.jarmac.2014.05.003
Goossens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., Bouwmeester, S., & Zwaan, R. A. (2016). Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi-classroom Study. Applied Cognitive Psychology, 30(5), 700-712. https://doi.org/10.1002/acp.3245
Greving, S., & Richter, T. (2018). Examining the testing effect in university teaching: Retrievability and question format matter. Frontiers in Psychology, 9, 02412. https://doi.org/10.3389/fpsyg.2018.02412
Hinze, S. R., & Wiley, J. (2011). Testing the limits of testing effects using completion tests. Memory, 19(3), 290-304. https://doi.org/10.1080/09658211.2011.560121
Jaeger, A., Eisenkraemer, R. E., & Stein, L. M. (2015). Test-enhanced learning in third-grade children. Educational Psychology, 35(4), 513-521. https://doi.org/10.1080/01443410.2014.963030
Jones, A. C., Wardlow, L., Pan, S. C., Zepeda, C., Heyman, G. D., Dunlosky, J., & Rickard, T. C. (2016). Beyond the Rainbow: Retrieval Practice Leads to Better Spelling than does Rainbow Writing. Educational Psychology Review, 28(2), 385-400. https://doi.org/10.1007/s10648-015-9330-6
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. https://doi.org/10.1080/09541440601056620
Karpicke, J. D., & Aue, W. R. (2015). The Testing Effect Is Alive and Well with Complex Materials. Educational Psychology Review, 27(2), 317-326. https://doi.org/10.1007/s10648-015-9309-3
Karpicke, J. D., Blunt, J. R., Smith, M. A., & Karpicke, S. S. (2014). Retrieval-based learning: The need for guided retrieval in elementary school children. Journal of Applied Research in Memory and Cognition, 3(3), 198-206. https://doi.org/10.1016/j.jarmac.2014.07.008
Karpicke, J. D., Butler, A. C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), 471-479. https://doi.org/10.1080/09658210802647009
Kliegl, O., Abel, M., & Bäuml, K. H. T. (2018). A (preliminary) recipe for obtaining a testing effect in preschool children: Two critical ingredients. Frontiers in Psychology, 9, 01446. https://doi.org/10.3389/fpsyg.2018.01446
Kliegl, O., Bjork, R. A., & Bäuml, K. H. T. (2019). Feedback at test can reverse the retrieval-effort effect. Frontiers in Psychology, 10, 1863. https://doi.org/10.3389/fpsyg.2019.01863
Larsen, D. P., Butler, A. C., & Roediger, H. L. (2008). Test-enhanced learning in medical education. Medical Education, 42(10), 959-966. https://doi.org/10.1111/j.1365-2923.2008.03124.x
Larsen, D. P., Butler, A. C., & Roediger, H. L. (2009). Repeated testing improves long-term retention relative to repeated study: A randomised controlled trial. Medical Education, 43(12), 1174-1181. https://doi.org/10.1111/j.1365-2923.2009.03518.x
Lima, N. K. de, & Jaeger, A. (2020). The Effects of Prequestions versus Postquestions on Memory Retention in Children. Journal of Applied Research in Memory and Cognition, 9(4), 555-563. https://doi.org/10.1016/j.jarmac.2020.08.005
Lipko-Speeda, A., Dunlosky, J., & Rawson, K. A. (2014). Does testing with feedback help grade-school children learn key concepts in science? Journal of Applied Research in Memory and Cognition, 3(3), 171-176. https://doi.org/10.1016/j.jarmac.2014.04.002
Lipowski, S. L., Pyc, M. A., Dunlosky, J., & Rawson, K. A. (2014). Establishing and explaining the testing effect in free recall for young children. Developmental Psychology, 50(4), 994-1000. https://doi.org/10.1037/a0035202
Little, J. L., Bjork, E. L., Bjork, R. A., & Angello, G. (2012). Multiple-Choice Tests Exonerated, at Least of Some Charges: Fostering Test-Induced Learning and Avoiding Test-Induced Forgetting. Psychological Science, 23(11), 1337-1344. https://doi.org/10.1177/0956797612443370
Lyle, K. B., & Crawford, N. A. (2011). Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams. Teaching of Psychology, 38(2), 94-97. https://doi.org/10.1177/0098628311401587
Marsh, E. J., Fazio, L. K., & Goswick, A. E. (2012b). Memorial consequences of testing school-aged children. Memory, 20(8), 899-906. https://doi.org/10.1080/09658211.2012.708757
Marsh, E. J., Lozito, J. P., Umanath, S., Bjork, E. L., & Bjork, R. A. (2012a). Using verification feedback to correct errors made on a multiple-choice test. Memory, 20(6), 645-653. https://doi.org/10.1080/09658211.2012.684882
Marsh, E. J., Roediger, H. L., Bjork, R. A., & Bjork, E. L. (2007). The memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 14(2), 194-199. https://doi.org/10.3758/BF03194051
McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L. (2013). Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams. Applied Cognitive Psychology, 27(3), 360-372. https://doi.org/10.1002/acp.2914
McDermott, K. B. (2021). Practicing Retrieval Facilitates Learning. Annual Review of Psychology, 72, 609-633. https://doi.org/10.1146/annurev-psych-010419-051019
McDermott, K. B., Agarwal, P. K., D’Antonio, L., Roediger, H. L. I., & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied, 20(1), 3-21. https://doi.org/10.1037/xap0000004
Moreira, B. F. T., Pinto, T. S. da S., Justi, F. R. R., & Jaeger, A. (2019). Retrieval practice improves learning in children with diverse visual word recognition skills. Memory, 27(10), 1423-1437. https://doi.org/10.1080/09658211.2019.1668017
Ritchie, S. J., Della Sala, S., & McIntosh, R. D. (2013). Retrieval practice, with or without mind mapping, boosts fact learning in primary school children. PLoS ONE, 8(11), e78976. https://doi.org/10.1371/journal.pone.0078976
Roediger, H. L., & Karpicke, J. D. (2006a). Test-Enhanced Learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
Roediger, H. L., & Karpicke, J. D. (2006b). The Power of Testing Memory: Basic Research and Implications for Educational Practice. Perspectives on Psychological Science, 1(3), 181-210. https://doi.org/10.1111/j.1745-6916.2006.00012.x
Roediger, H. L., & Karpicke, J. D. (2011). Intricacies of Spaced Retrieval: A resolution. Em A. S. Benjamin (Ed.). Successful Remembering and Successful Forgetting: a festschrift in honor of Robert A. Bjork. (pp. 70-115). Taylor and Francis Group.
Roediger, H. L., & Marsh, E. J. (2005). The Positive and Negative Consequences of Multiple-Choice Testing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(5), 1155-1159. https://doi.org/10.1037/0278-7393.31.5.1155
Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248. https://doi.org/10.1016/j.jarmac.2012.09.002
Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011b). Test-Enhanced Learning in the Classroom: Long-Term Improvements From Quizzing. Journal of Experimental Psychology: Applied, 17(4), 382-395 https://doi.org/10.1037/a0026252
Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011a). Ten benefits of testing and their applications to educational practice. Em J. P. Mestre & B. R. Ross. The psychology of learning and motivation: Cognition in education (pp. 1-36). Elsevier Academic Press.
Rohrer, D., Taylor, K., & Sholar, B. (2010). Tests Enhance the Transfer of Learning. Journal of Experimental Psychology: Learning Memory and Cognition, 36(1), 233-239. https:/doi.org/10.1037/a0017678
Rother, E. T. (2007). Revisión sistemática X Revisión narrativa. Acta paulista de enfermagem, 20, v-vi. https://doi.org/10.1590/S0103-21002007000200001
Rowland, C. A. (2014). The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432-1463. https://doi.org/10.1037/a0037559
Rowley, T., & McCrudden, M. T. (2020). Retrieval practice and retention of course content in a middle school science classroom. Applied Cognitive Psychology, 34(6), 1510-1515. https://doi.org/10.1002/acp.3710
Santrock, J. W. (2009). Psicologia Educacional. McGraw-Hill.
Schaap, L., Verkoeijen, P., & Schmidt, H. (2014). Effects of different types of true-false questions on memory awareness and long-term retention. Assessment and Evaluation in Higher Education, 39(5), 625-640. https://doi.org/10.1080/02602938.2013.860422
Slavin, R. E. (2020). How evidence-based reform will transform research and practice in education. Educational Psychologist, 55(1), 21-31. https://doi.org/10.1080/00461520.2019.1611432
Stenlund, T., Sundström, A., & Jonsson, B. (2016). Effects of repeated testing on short- and long-term memory performance across different test formats. Educational Psychology, 36(10), 1710-1727. https://doi.org/10.1080/01443410.2014.953037
Tulving, E. (1967). The effects of presentation and recall of material in free-recall learning. Journal of Verbal Learning and Verbal Behavior, 6(2), 175-184. https://doi.org/10.1016/S0022-5371(67)80092-6
Uner, O., Tekin, E., Roediger, H. L. (2022). True–false tests enhance retention relative to rereading. Journal of Experimental Psychology: Applied, 28(1), 114-129. https://doi.org/10.1037/xap0000363
Van den Broek, G., Takashima, A., Wiklund-Hörnqvist, C., Wirebring, L. K., Segers, E., Verhoeven, L., & Nyberg, L. (2016). Neurocognitive mechanisms of the “testing effect:" A review. Trends in Neuroscience and Education, 5(2), 52-66. https://doi.org/10.1016/j.tine.2016.05.001
Vojdanoska, M., Cranney, J., & Newell, B. R. (2010). The testing effect: The role of feedback and collaboration in a tertiary classroom setting. Applied Cognitive Psychology, 24(8), 1183-1195. https://doi.org/10.1002/acp.1630
Wiklund-Hörnqvist, C., Jonsson, B., & Nyberg, L. (2014). Strengthening concept learning by repeated testing. Scandinavian Journal of Psychology, 55(1), 10-16. https://doi.org/10.1111/sjop.12093
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399-435. https://doi.org/10.1037/bul0000309
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Anne Caroline Borba da Silva, Lisandra Tamires Mendonça, José Cláudio de Sene Miguel, Roberta Ekuni
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License, o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
- Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.