Do Unsuccessful Retrieval Attempts Enhance Learning?
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Does failing a test improve long-term learning?
Pretesting, even when students fail, has been shown to enhance long-term learning.
- “Pretesting” is best defined as a question or homework activity to consider prior to the lesson.
- “Testing” is best defined as a low-stakes quiz or questioning activity.
Extra study does not mean better results!
Research reveals that unsuccessful attempts to answer test questions before learning material can significantly enhance future retention, making pretesting an effective learning strategy (Richland, Kornell & Kao, 2009)
The ‘pretesting effect’ refers to the cognitive benefits students gain from attempting to answer questions before being taught the material.
The research conducted five experiments “to evaluate the impact of restructuring the testing environment to actually incur more failed tests.”
Participants (n = 63) were asked questions before reading an essay in a group setting. They were randomly assigned to either a test (n = 36) and study (n = 27) condition, where they took a pretest before studying the material, or an extended study condition, with both groups receiving the same total study time, followed by an untimed final test.
Those who tried to answer questions—even if wrong—retained more information than those who spent more time studying without pretesting.
This challenges the traditional view of testing, which is often perceived as purely a method for assessment.
Testing boosts retention
Pretesting, however, turns tests into learning events!
By attempting to retrieve information, even when unsuccessful, students engage their memory more effectively, which helps them remember more when they encounter the correct information later. As a reminder, students remember more when they are attentive to the information.
Teachers looking to build long-term learning might find pretesting especially useful, particularly as retrieval practice gains momentum in schools.
Teachers can implement the pretesting effect easily by presenting challenging questions at the start of a new topic.
- Students don’t need to get the right answers.
- Responding to questions – even with failure – will enhance their engagement with the material.
- After pretesting, teachers should deliver clear instruction on the content.
- This approach is flexible – think adaptive teaching – and can be used in almost all subjects and key stages!
Reflection questions for teachers
- How could pretesting be integrated into your lesson plans?
- Can you use pretests to identify gaps in students’ knowledge?
- What subjects or topics might benefit most from pretesting?
- How might pretesting affect students with different needs?
- Could you introduce low-stakes pretests without adding extra stress?
- How might feedback be integrated after a pretest to maximise learning?
- How do your students currently respond to retrieval practice?
- What tools or techniques could make pretesting easier in your classroom?
- How could pretesting complement your current formative assessments?
- What professional development might help you explore this strategy further?
The research concludes:
When a learner makes an unsuccessful attempt to answer a question, both learners and educators often view the test as a failure, and assume that poor test performance is a signal that learning is not progressing.
This research suggests that unsuccessful tests, when followed by quality teaching, improve long-term retention. Using pretesting in your classroom could be a simple and effective way to enhance student learning outcomes.
Download and read the full paper.
