Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. (2021)
Abstract
No abstract provided
Bibliographic Information
Digital Object Identifier: http://dx.doi.org/10.1037/bul0000309
PubMed Identifier: 33683913
Publication URI: http://europepmc.org/abstract/MED/33683913
Type: Journal Article/Review
Parent Publication: Psychological Bulletin
Issue: 4
ISSN: 0033-2909