Focus on Education

As public exams reach their conclusion for another year it is worth remembering that the practice of remembering in a test doesn’t just lead to an exam result but also improves future recall of information. In this TES article Daisy Christodoulou describes a study from 2010 where some students attempted to learn by studying more while another group revised by testing. They found that those who revised by testing had much higher levels of recall than those who simply studied the material, and that they also performed better when asked to apply this knowledge flexibly.