Dear Kramer,
It's interesting to read your post and the role of assessment as learning
tool. RP is also something worth considering. I think this is a kind of
rehearsal which keeps information active in the short term memory by
refreshing it through bringing it back from long term memory which is
understandable. This would create a state of automaticity and build scripts
in the brain. More work is needed to establish the costeffectivity of this
method against time and mental resources in the presence of information
flood and knowledge updating especially in Medicine.
Dr. Musarrat Ul Hasnain,
Director/Head, Department of Medical Education,
Punjab Medical College, Faisalabad , Pakistan

On Sunday, 30 June 2013, Michael Kramer wrote:

> There is an ongoing research program on something called Retrieval Practice
> (RP), which could have profound effects on pedagogy, and which I am
> attempting to integrate into my new TBL course that begins in September
> 2013.
>
> I have done a search of this listserv and found no references to RP, so I
> would like to open a new thread on it.
>
> Here are some links on RP:
>
>
> http://blog.questionmark.com/professor-roddy-roediger-on-applying-the-retrieval-practice-effect-to-creating-and-administering-assessments
>
>
> http://www.purdue.edu/newsroom/research/2011/110120KarpickeScience.html
>
>
> http://scholar.google.com/scholar_url?hl=en&q=http://testology.co.il/articles/retrieval_practice.pdf&sa=X&scisig=AAGBfm0RNTTRVFy6ve0yvTKPXhLfIzWw9w&oi=scholarr
>
> The key insight of RP research is summarized in the first paragraph from
> the
> Karpicke-Blunt article, above. Assessments do not merely inform instructors
> and students of how much  knowledge the students acquired during previous
> learning sessions. Rather, assessments are themselves learning experiences.
> Not only that, there is a growing body of evidence supporting the claim
> that
> assessments are one of the most powerful tools available for creating
> learning: more powerful than repeated studying or creating concept maps.
>
> The term "assessment" in the context of the RP research program comprises
> any attempt to recall information as long as THE INFORMATION IS NOT
> AVAILABLE DURING THE ASSESSMENT.  In the context of a typical classroom,
> that means that books and notes cannot be used. The essence of an
> assessment
> is that the student is recalling information from memory.
>
> Note that the RP concept of assessment differs fundamentally from the
> well-known concept of "formative assessment." Formative assessments are
> administered for the purpose of determining how much test-takers have
> learned. They are not administered because the test-giver believes that the
> test, in itself, will increase what test-takers have learned.
>
> In the context of TBL, iRATs are assessments. It is important to note,
> however, that if someone were to give "iRATs" online, the likelihood is
> high
> that students would use books, notes, internet searches, etc. Thus, they
> would not be retrieving from memory. Accordingly, learning from online
> "iRATs" is likely to be significantly attenuated compared to closed-book,
> in-class iRATs. The tRATs, especially when using IF-ATs, enhance the iRAT
> process, because feedback enhances learning outcomes.
>
> The RP research program does not address group learning, so I can't draw
> any
> conclusions about group activities, per se.
>
> However, memory research in general, and RP research in particular,
> demonstrate that the typical classroom structure leads to learning outcomes
> that fall significantly short of their potential.
>
> If we take a paradigmatic TBL course, the semester is divided into units.
> Once a unit is complete, the likelihood that assessments and application
> exercises will refer to prior units is low. In order to learn, it is
> essential that learners be prompted to recall previously learned material
> repeatedly over extended (days, weeks) periods of time.
>
> This suggests that RAPs and assessment activities should on week 8, say,
> should be referring to material covered in weeks 1-7.
>
> Another possible implication of RP research for TBL is that the fear of
> overtesting is misplaced. Virtually all human beings, if RP research is
> confirmed, lack a proper understanding of the best learning strategies. We
> all tend to overestimate how much we understand after we've heard or read
> something. We all tend to test our recall less than would be ideal to
> optimize our learning.
>
> For the last few weeks, I have been attempting to use RP learning
> strategies
> in my own studies. Instead of taking notes as I read a text, I read a few
> pages or a passage in a text, then I put the text away. I then write what I
> recalled of the text. Then I review the text and write some more.
>
> What I have not done is repeat these exercises days and weeks later.
> Changing habits ingrained over decades is not easy. But if the result is
> more efficient learning, it would be worth the effort.
>
> As I plan for my new September TBL course, here are some modifications that
> I am considering:
>
> 1. Give RAPs weekly. These are closed-book quizzes on the reading, which
> have been demonstrated to improve learning.
> 2. Include questions on RAPs that cover prior weeks' content. I did not do
> this in my Fall 2012 TBL course, which was my first attempt at TBL.
> 3. Have students do individual freewriting activities in class, in order to
> increase the number of retrieval practice sessions. This means that
> students
> write continuously for a number of minutes on a topic without editing or
> attending to penmanship, grammar, or, even, correctness of information.
> 4. Have students pair off and "freespeak" for two minutes on a focus
> question. This mean one student speaks continuously and the other student
> merely listens and nods. Then the students switch roles.
> 5. Make some application exercises closed-book
>
> I'll end this too-long post with a personal anecdote. For the past 10 or so
> years, I begin my classes by playing the "name game." My classes are
> designated "writing intensive" so they are capped at 25 students. I
> recognize that many here teach classes 10 times as large as mine, so this
> activity would not be possible for them.
>
> In the name game, we all stand up (if we are physically able) and form a
> circle. The first person states her name. Then the next person states the
> first person's name followed by her own name. The third person states the
> first person's name, the second person's name, and then his own name.
>
> I got this idea when my son started preschool and the preschool teachers
> began a parents' meeting by doing this name game.
>
> It is only since I started researching RP did I realize that this name game
> is a powerful form of retrieval practice and has been researched. It turns
> out that it is more effective to run it in reverse. That is, if I am the
> seventh person in the circle, I announce my name, then I state the name of
> the sixth person, followed by the fifth person, fourth person, etc.
>
> In the past, I merely used the name game to send a message that the focus
> of
> this class would not be the "sage on the stage" but the "scaturient
> student."
>
> Having studied RP I now realize that I need to state explicitly that the
> point of the name game is that we learn best by forcing ourselves to recall
> repeatedly the information we have been exposed to. In a matter of minutes,
> almost everyone learns almost everyone's name. The lesson is clear and it
> is
> a message I will need to hammer home every class: repeated recall of
> studied
> material is an effective method for deepening learning.
>