Evidence-based learning strategies

Posted by Sean Horgan on May 17, 2017 9:54:09 AM
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Firecracker’s platform supports schools who wish to integrate proven learning strategies throughout their programs in a pedagogically robust manner. The table below lists just a few studies highlighting the impact to student outcomes that these proven techniques enable.

Study

Conclusion

Reference

Integrated online formative assessments in the biomedical sciences for medical students: benefits for learning.

The results support the contention that well designed formative assessments can have significant positive effects on learning. There is untapped potential for use of formative assessments to assist learning by medical students and postgraduate medical trainees

BMC Med Educ. 2008 Nov 25;8:52 (PMID 19032738)

The Pretesting Effect: Do Unsuccessful Retrieval Attempts Enhance Learning?

Posttest performance was better in the test condition than in the extended study condition in all experiments—a pretesting effect—even though only items that were not successfully retrieved on the pretest were analyzed. The testing effect appears to be attributable, in part, to the role unsuccessful tests play in enhancing future learning

The Journal of Experimental Psychology: Applied 2009, Vol 15 No. 3, 243-257

Using Your Tests to Teach: Formative Summative Assessment.

The formative summative assessment (FSA) method resulted in an improvement of comprehension of 10%, significantly more than the control group, whose scores improved by only 2%.

Teaching of Psychology Vol 32, Issue 3, pp. 164 - 166


In addition, The National Center for Education Research (NCER), Institute of Education Sciences published a practice guide to bring the best available evidence and expertise to bear on the types of systemic challenges that cannot currently be addressed by single interventions or programs.

Firecracker designed our platform to encompass the best practices across a wide range of learning programs. You can find a copy of the guide here on our website and in therei you'll find a table of the NCER’s recommendations, which they state: “reflects our central organizing principle that learning depends upon memory, and that memory of skills and concepts can be strengthened by relatively concrete—and in some cases quite nonobvious strategies.“.

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Topics: Learning & Memory Science, Spaced Learning, Evidence-based