Collection

Test-Enhanced Learning and Testing in Education: Contemporary Perspectives and Insights

Submission status
Closed
This special issue of Educational Psychology Review synthesizes the latest findings and insights on test-enhanced learning and testing in education. The literature on test-enhanced learning encompasses various methods of using practice tests to promote learning, including retrieval practice, successive relearning, test-potentiated learning, pretesting/prequestions, and more. There is also an extensive body of literature addressing other uses of tests for educational purposes, including for formative and summative assessment. The research discussed in this special issue has important implications for the science of learning, teaching practices, and educational policy.

Editors

  • Steven Pan Steven Pan , 

    Steven Pan

    Steven C. Pan, PhD, is an Assistant Professor of Psychology at the National University of Singapore. His research investigates the optimization of human learning and memory processes in educational contexts. Dr. Pan also serves on the editorial boards of Educational Psychology Review and Journal of Experimental Psychology: Applied.

  • John Dunlosky John Dunlosky , 

    John Dunlosky

    John Dunlosky, PhD, is Professor and Director of SOLE Center in the Department of Psychological Sciences at Kent State University. Dr. Dunlosky's research program has focused on understanding three inter-related components of self-regulated learning: monitoring of learning, control of study time, and the application of effective strategies during learning. These three components of learning fall under the rubric of metacognition, which concerns people's cognition or beliefs about their cognitions. A major goal of all facets of his research involves developing techniques to improve student learning and achievement across multiple domains.

  • Kate Xu Kate Xu  &

    Kate Xu

    Kate M. Xu, PhD, is an Assistant Professor of Educational Sciences at the Open University of the Netherlands. Her research focuses on the motivational and cognitive processes of learning. She also serves on the editorial boards of Frontiers in Psychology and Learning and Instruction.

  • Kim Ouwehand Kim Ouwehand

    Kim Ouwehand

    Kim Ouwehand, PhD is an Assistant Professor at the Department of Psychology, Education & Child Studies/Educational and Developmental Psychology at Erasmus School of Social and Behavioural Sciences, Erasmus University Rotterdam. Her research focuses on learning in individuals with a main interest in optimizing human information processing (i.e., memory and learning) by studying instructional and (physical and social) environmental factors.

Articles (14 in this collection)