When it comes to revision, many students fall into the trap of passive study methods such as watching videos, highlighting material (in notes, handouts or textbooks), or rereading notes. The latter two – highlighting and rereading – are common comfort blankets.

While these approaches might feel productive, research shows they are ineffective. This is because of the false sense of security generated by students who recognise material and therefore conclude that they know this and conclude, wrongly, ‘job done’!

But the acid test of whether the student really knows this material lies in their ability to recall or retrieve this information from memory. 

Retrieval Practice is an evidence-based strategy that actively strengthens memory and improves long-term retention, making it a game-changer for study, revision and assessments.

What is Retrieval Practice?

Retrieval practice is the process of actively bringing information to mind that is stored in long-term memory. The effort involved in bringing this information to mind strengthens neural pathways, making it easier to remember the information later. Unlike rereading or highlighting, which create an illusion of knowing, retrieval practice ensures that a student can actually use what they have learned when it matters most.

Why Does Retrieval Practice Work?

Researchers have studied retrieval practice extensively, and the results are clear:

• It strengthens memory and helps prevent forgetting.
•  It improves understanding by forcing the brain to organize and connect information. This also improves students’ metacognition.
• It builds confidence and students who use retrieval practice feel better prepared for exams.
• It highlights gaps in knowledge, helping students focus on weaker areas rather than wasting time on what they already know.

How to Use Retrieval Practice in Revision

In our Study Skills Guide, we devote a whole section to Retrieval Strategies. Here are a few useful ones. 

1. Self-Testing

Instead of passively rereading text, the student should actively test him/herself on what they have learned. This can be done in several ways:

Use flashcards (like our Notes and Question cards or digital forms, like Anki or Quizlet).

Cover up notes and try to recall key points or answers to questions before checking for accuracy. Our Cornell Notetaking Pad includes questions for retrieval practice.

2. Brain Dumps

At the start of a revision session, take a blank sheet of paper and write down or sketch out everything known about a topic. Then, check notes to see what has been missed. This will highlight any gaps in knowledge which can become the focus of the planned study session. After completing a revision session, take a short break and then complete the brain dump again to check for improvements. Over time, this strengthens recall and helps to plug any gaps in knowledge. 

3. Practice Questions and Past Papers

Exam-style questions are one of the best ways to use retrieval practice. Not only do they test recall, but they also improve exam technique and time management. Make sure to simulate exam conditions by answering without notes and under timed conditions. This method is very useful after the student has committed information to long term memory. 

4. Spaced Repetition

Instead of cramming, which leads to cognitive loading, it is recommended to spread retrieval practice across multiple sessions. This technique is called spaced repetition, which combines retrieval practice with structured repetition. This strengthens memory over time. For example, the first retrieval might be as soon as possible after a topic has been taught in class, the second three days later, and the third one week later. The space between retrievals increases each time, in which the student tests themselves on their knowledge, then identifies and targets any gaps. 

Combining Retrieval Practice with Other Strategies

Retrieval practice works even better when combined with other effective study techniques:

Elaboration: Encourage the student to explain concepts in their own words or to teach someone else.

Interleaving: This is where the student changes the order of different topics during study sessions to improve adaptability.

Dual Coding: Use visuals (diagrams, mind maps) alongside verbal recall to reinforce understanding.

Final Thoughts

Retrieval practice is one of the most powerful tools for revision. It moves learning from passive review to active recall, ensuring information sticks for the long term. If students want to make the most of revision time, encourage them to swap out the highlighters for these active strategies. 

‘Using our memory shapes our memory’, as Robert Bjork said. The research in this space is clear. Being structured, strategic and effortful in retrieval practice boosts learning and student attainment. 

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