Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning
Abstract
Over a century of research has established practice testing as a highly robust learning strategy that promotes long-term retention. However, learners do not always appreciate the benefits of testing for memory and do not use it as effectively as they could during their own self-regulated learning. The goal of this review is to identify common themes from research focused on learners’ metacognition about practice testing using the three...
Paper Details
Title
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning
Published Date
Oct 26, 2020
Volume
33
Issue
3
Pages
823 - 862
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