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https://www.coursera.org/learn/learning-how-to-learn
Pan and Sana 2021
investigated the relative efficacy of pretesting (i.e., errorful generation) and posttesting (i.e., retrieval practice)…Pretesting involves taking tests before to-be-learned information is studied, whereas posttesting involves taking tests after information is studied.
If one only allows one test, then pretesting seems to be more effective than posttesting. Of course if one wants to extend recall beyond the 5 minute delay and and one allows several retrieval practice questions, then retrieval practice with feedback can be expected to be more effective. However pretesting, can be a valuable tool.
Pashler 2007
Giving feedback when the learner can’t retrieve (recall the learning) makes retrieval practice more effective. Feedback after a nights sleep is more effective than immediate feedback.
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Taylor, K. & Rohrer, D. The Effects of Interleaved Practice. Appl. Cogn. Psychol. 24, 837-848, doi:10.1002/acp.1598 (2010). See especially the graph at the top of page 843
See interleaving
van de Pohl 2010
Teachers should fade scaffolding after teaching. The duration over which the “fade” should occur is not quantified, but this writer thinks during the course of a single lesson is too fast for many low attaining learners.
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