1/ Not all retrieval practice is equal.
A 2025 study compared two modes most teachers use without thinking about them.
The difference in outcomes is worth knowing. 🧵
A 2025 study compared two modes most teachers use without thinking about them.
The difference in outcomes is worth knowing. 🧵
2/ Overt retrieval: writing, typing, or saying your answer out loud.
Covert retrieval: thinking through the answer silently in your head.
One approach produced significantly better retention than the other.
Covert retrieval: thinking through the answer silently in your head.
One approach produced significantly better retention than the other.
3/ Overt retrieval consistently outperformed covert retrieval — particularly for complex material like definitions and multi-part concepts.
The reason is that students doing covert retrieval tend to stop too early.
A partial sense of "I know this" substitutes for actually retrieving the full thing.
The reason is that students doing covert retrieval tend to stop too early.
A partial sense of "I know this" substitutes for actually retrieving the full thing.
4/ This matters more than it sounds.
When you ask a class to think of an answer before taking responses, most students are doing covert retrieval.
And many of them are stopping short of complete recall. So, before taking answers, give them time to think and write it down first.
When you ask a class to think of an answer before taking responses, most students are doing covert retrieval.
And many of them are stopping short of complete recall. So, before taking answers, give them time to think and write it down first.
5/ There's a twist though…
Covert retrieval was more efficient — more learning per minute of practice.
So the best strategy depends on what you're optimising for: maximum retention, or time efficiency.
Covert retrieval was more efficient — more learning per minute of practice.
So the best strategy depends on what you're optimising for: maximum retention, or time efficiency.
6/ The practical implication for teachers:
If the content is complex — definitions, multi-part concepts, interconnected ideas — build in structures that require a complete response.
Whiteboards. Written answers. Cold calling. Anything that requires a complete response, not just a feeling of knowing.
But if the content is simpler, covert retrieval may be sufficient — and more time-efficient.
If the content is complex — definitions, multi-part concepts, interconnected ideas — build in structures that require a complete response.
Whiteboards. Written answers. Cold calling. Anything that requires a complete response, not just a feeling of knowing.
But if the content is simpler, covert retrieval may be sufficient — and more time-efficient.
7/ One underrated finding: students consistently overestimate how much they've recalled during covert retrieval.
Teaching them to check their response against a worked answer — part by part, not just the overall feeling of knowing — significantly reduced that overconfidence.
Teaching them to check their response against a worked answer — part by part, not just the overall feeling of knowing — significantly reduced that overconfidence.
8/ Overall:
A student quietly thinking "yeah, I know that" is not the same as retrieving it.
Overt or covert — the choice shapes how deeply students actually process the material. Worth being deliberate about it.
A student quietly thinking "yeah, I know that" is not the same as retrieving it.
Overt or covert — the choice shapes how deeply students actually process the material. Worth being deliberate about it.
9/ Source:
Rivers, M.L., Northern, P.E. & Tauber, S.K. (2025) 'Does Retrieval Demand Moderate the Effectiveness of Covert Retrieval Practice?'
Worth a read if retrieval practice is part of your practice.
bit.ly/4daxOqa
Rivers, M.L., Northern, P.E. & Tauber, S.K. (2025) 'Does Retrieval Demand Moderate the Effectiveness of Covert Retrieval Practice?'
Worth a read if retrieval practice is part of your practice.
bit.ly/4daxOqa
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