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The testing effect enhances long-term retention.

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SUPPORTED
the evidence backs this
Recorded sources
7 sources for · 1 against

Counts group repeated records of the same source within each side. They do not measure evidence strength or source independence.

Is it true that the testing effect enhances long-term retention?

Yes. Multiple peer-reviewed reviews and meta-analyses, including a large classroom meta-analysis, report that retrieval practice or testing produces greater long-term retention than restudying. One narrow study on action events did not reliably find a direct testing effect on forgetting.

Verdict: SUPPORTED · 7 sources for, 1 against · Last checked

The private library was unavailable for some searches in this check. Missing library results are not evidence against the claim.

Evidence for · 7
Testing effect
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Testing effect. (n.d.). en.wikipedia.org. https://en.wikipedia.org/wiki/Testing_effect

Evidence against · 1
Putting action memory to the test: testing affects subsequent restudy but not long-term forgetting of action events
2015
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Putting action memory to the test: testing affects subsequent restudy but not long-term forgetting of action events. (2015). doi.org. https://doi.org/10.1080/20445911.2015.1111378

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More for · 6
The indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention?
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The indirect effects of testing: Can poor performance in a vocabulary quiz lead to long-term L2 vocabulary retention?. (n.d.). cir.nii.ac.jp. https://doi.org/10.7820/vli.v07.1.kanayama.kasahara

Retrieval practice enhances new learning: the forward effect of testing.
2014
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Bernhard, P. & T., B. K. (2014). Retrieval practice enhances new learning: the forward effect of testing.. archive.org. https://archive.org/details/pubmed-PMC3983480

The critical role of retrieval practice in long-term retention.
2011
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3rd, R. H. & AC, B. (2011). The critical role of retrieval practice in long-term retention.. doi.org. https://doi.org/10.1016/j.tics.2010.09.003

Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.
2021
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Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.. doi.org. https://doi.org/10.1037/bul0000309

An Examination of Note Review and the Testing Effect on Test Performance
2018
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Vivian, S. (2018). An Examination of Note Review and the Testing Effect on Test Performance. doi.org. https://doi.org/10.7916/D8C83T25

Working memory capacity and the effect of testing without corrective feedback: a replication study of Agarwal et al. (2017) with modified procedures
2025
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Working memory capacity and the effect of testing without corrective feedback: a replication study of Agarwal et al. (2017) with modified procedures. (2025). doi.org. https://doi.org/10.1080/23311908.2025.2524938

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