The Effect of Testing Versus Restudy on Retention: A Meta-Analytic Review of the Testing Effect
Rowland, C. A. · 2014
grade Cmeta-analysisindependentreplicated
Sample
159 effect sizes
Population
Mostly undergraduates in lab; verbal materials.
Design
Cleaner control than Adesope (testing vs restudy only). Lab verbal materials, proximal tests.
Key findings
Cleanest testing-vs-restudy meta: g=0.50, 81% favor testing, driven by effortful recall, delay, and feedback. Lab verbal materials with proximal tests — external validity to authentic content not established here.
Genetic confound
Retention outcome only.
Replication notes
Converges with Adesope and classroom Yang 2021.
DOI / URL
10.1037/a0037559
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Retention: testing vs restudy | g | 0.50 [0.42,0.58]; 81% favored testing | researcher-designed | mixed; concentrated on delayed tests; lab | active-alternative | unclear | domain-skill |
| Moderator: final-test format | direction | effortful RECALL > recognition | researcher-designed | mixed lab | active-alternative | unclear | domain-skill |
Cited by
- Retrieval practice (the testing effect)strong supportconf: highgc: low