Assurance of Learning and Knowledge Retention: Do AOL Practices Measure Long-Term Knowledge Retention or Short-term Memory Recall?

Bechtold, David; Hoffman, David L.; Brodersen, Apryl; Tung, Ko-Hui

doi:10.33423/jhetp.v18i6.146

Cited by 4 publications

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“…However, several factors impact retention of knowledge, such as teaching technique, age of the subject, delay between study and the test (Willingham, 2012). Also, AOL (assurance of learning) theories suggest possible future improvement of the study trough a more engaging and targeted approach (Bechtold et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Environmental Awareness Gained During a Citizen Science Project in Touristic Resorts Is Maintained After 3 Years Since Participation

et al. 2021

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Tourism is one of the largest economic sectors in the world. It has a positive effect on the economy of many countries, but it can also lead to negative impacts on local ecosystems. Informal environmental education through Citizen Science (CS) projects can be effective in increasing citizen environmental knowledge and awareness in the short-term. A change of awareness could bring to a behavioral change in the long-term, making tourism more sustainable. However, the long-term effects of participating in CS projects are still unknown. This is the first follow-up study concerning the effects of participating in a CS project on cognitive and psychological aspects at the basis of pro-environmental behavior. An environmental education program was developed, between 2012 and 2013, in a resort in Marsa Alam, Egypt. The study directly evaluated, through paper questionnaires, the short-term (after 1 week or 10 days) retention of knowledge and awareness of volunteers that had participated in the activities proposed by the program. After three years, participants were re-contacted via email to fill in the same questionnaire as in the short-term study, plus a new section with psychological variables. 40.5% of the re-contacted participants completed the follow-up questionnaires with a final sample size of fifty-five people for this study. Notwithstanding the limited sample size, positive trends in volunteer awareness, personal satisfaction regarding the CS project, and motivation to engage in pro-environmental behavior in the long-term were observed.

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Section: Discussionmentioning

confidence: 99%

Environmental Awareness Gained During a Citizen Science Project in Touristic Resorts Is Maintained After 3 Years Since Participation

et al. 2021

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“…Hal ini dilaksanakan agar dapat menilai bagaimana proses retrieval otak peserta didik untuk memanggil kembali pengalaman belajarnya yang tersimpan dalam penyimpanan long term memory (Bechtold et al, 2018). Ketika peserta didik dapat membuat mind mapping dengan konsep yang benar maka dapat dipastikan long term memorinya bekerja dengan baik pula (Bhinnety, 2015;Karpicke et al, 2009;Moreira et al, 2019;Stirling & Elliott, 2008;Zillmer et al, 2008).…”

Section: E Penilaian Pembelajaranunclassified

Learning Strategy Based on Long Term Retention in Islamic elementary school / Strategi Pembelajaran Berbasis Long Term Retention di Madrasah Ibtidaiyah

Muskania

Supena

2021

Al-Mudarris

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This study aims to describe a learning model based on long term memory retention using the SMART learning model for students at the basic education level that is applied by teachers in the Natural Science (IPA) learning process. The method used is descriptive qualitative with case studies. The data source is high grade teachers in elementary schools. The results showed that the SMART learning model is a model with a STEM (Science, Technology, Engineering, Mathematics) approach that integrates religious and artistic values in learning. This model can be used as a reference for a learning model that has a role to strengthen the retention rate of elementary school science material.

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“…Figure 18 The example of a discrimination test (Purpura, 2013) Like GJT, the True-False test has been studied on its validity of using as a testing tool since the 1940s, and its value has been well documented (Dudley, 2006). Gronlund, Linn, and Miller (2009) claimed that true-false items can be used to Long-term retention of the knowledge refers to declarative memories that store explicit information such as names, dates, locations, and words (Bechtold, Hoffman, Brodersen, & Tung, 2018;Farr, 2012). Declarative memories or retention of knowledge is divided into two sub-types: semantic and episodic.…”

Section: To Assess Meanings and Usesmentioning

confidence: 99%

“…Declarative memories or retention of knowledge is divided into two sub-types: semantic and episodic. Semantic memories are independent general facts and knowledge regardless of context and personal relevance; on the other hand, episodic memories are related to context and experiences and personal background that each individual has (Bechtold et al, 2018). Cowan (2008) stated that when talking about the origin of a scientific study of memory, it is usually traced back to Hermann Ebbinghaus's (1913( , cited Cowan, 2008 research on how the brain acquires and loses new information and memory 63 curve as in Figure 19.…”

Section: To Assess Meanings and Usesmentioning

confidence: 99%

Effects of interleaved form-focused English instruction on Thai lower secondary school students' grammatical knowledge and perception towards the instruction

Rungwichitsin¹

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This study investigated the effects of interleaved form-focused instruction (FFI) on Thai lower secondary students’ grammatical knowledge, long-term retention, and their perception towards the instruction. Students took a pre-test, an immediate post-test, and a one-week delayed post-test, and were also interviewed at the end of the implementation. The test scores were to investigate the improvement of grammatical knowledge as well as the long-term retention, and the data from the semi-structured interview were analyzed to figure out the perceptions towards the overall instruction. The results showed significant improvement of grammatical knowledge in all areas of form, meaning, and use and also elicited statistical significance of the long-term retention with the increase of scores in both the immediate and delayed post-test. For students’ perception, the results disclosed that interleaved FFI seemed to be harder and more exhausting at first, but after getting familiar with it, the lessons were more preferable. The study recommended that interleaved FFI tended to be an effective method to improve students’ grammatical knowledge and to enhance long-term retention, and that it should be applied in language classroom with well-designed lessons.

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Assurance of Learning and Knowledge Retention: Do AOL Practices Measure Long-Term Knowledge Retention or Short-term Memory Recall?

Cited by 4 publications

References 0 publications

Environmental Awareness Gained During a Citizen Science Project in Touristic Resorts Is Maintained After 3 Years Since Participation

Environmental Awareness Gained During a Citizen Science Project in Touristic Resorts Is Maintained After 3 Years Since Participation

Learning Strategy Based on Long Term Retention in Islamic elementary school / Strategi Pembelajaran Berbasis Long Term Retention di Madrasah Ibtidaiyah

Effects of interleaved form-focused English instruction on Thai lower secondary school students' grammatical knowledge and perception towards the instruction

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