Revision Techniques That Work: Evidence-Based Strategies
Not all revision is equal. Dunlosky et al. (2013) ranked 10 techniques: retrieval practice and spaced practice top the list while highlighting and...
What are revision techniques?
Learners often reread and highlight, but these do not aid retention. Cognitive science shows retrieval practice, spaced learning, interleaving, and elaboration work better. These techniques require more effort but boost learning. This guide helps teachers replace ineffective habits with evidence-based strategies (e.g., retrieval practice) before tests. (e.g., Karpicke & Roediger, 2008; Dunlosky et al., 2013).
| Feature | Popular Methods (Re-reading, Highlighting) | Retrieval Practice | Spaced Learning | Interleaving& Elaboration |
|---|---|---|---|---|
| Best For | Initial familiarity with content | Strengthening memory cues and exam performance | Long-term retention of information | Deep understanding and application |
| Key Strength | Feels productive and enjoyable | Actively strengthens memory through testing | Prevents forgetting over time | Builds connections between concepts |
| Limitation | Produces minimal lasting learning | More effortful than passive review | Requires planning and discipline | Can be cognitively demanding |
| Age Range | All ages (commonly misused) | GCSE and A-Level students | Secondary school and above | Advanced secondary and higher education |
Key Takeaways
- Passive revision methods are largely ineffective for long-term learning: Techniques such as re-reading and highlighting create an illusion of mastery but do not strengthen memory pathways effectively. Teachers should guide learners away from these common, yet unproductive, habits towards more active strategies (Dunlosky et al., 2013).
- Retrieval practice is a powerful strategy for strengthening memory and identifying knowledge gaps: Actively recalling information without notes, such as through low-stakes quizzing or flashcards, significantly enhances long-term retention compared to re-studying (Roediger & Karpicke, 2006). This technique helps learners solidify their understanding and pinpoint areas requiring further attention.
- Optimising the timing and order of study sessions dramatically improves retention: Spaced learning, which involves distributing study over time, and interleaving, which mixes different topics or problem types, prevent rapid forgetting and promote deeper understanding (Rohrer, 2012). Teachers can integrate these principles by planning regular, short review sessions across various subjects.
- Encouraging learners to explain and connect new information fosters deeper conceptual understanding: Elaboration, the process of explaining concepts in one's own words or relating them to prior knowledge, builds robust mental models and improves transfer of learning (Weinstein & Mayer, 1986). Educators should explicitly teach and model these effortful but highly effective strategies in the classroom to cultivate independent, effective revisers.
Effective learning happens when learners understand and remember key information. We explain core thinking and learning principles throughout our articles. This article examines activities learners use to prepare for tests. (Bjork et al., 2013; Dunlosky et al., 2013; Karpicke, 2012).
For some of us, it has been three years since we last prepared students for public exams set by the exam boards. For those newer to the profession, this may be the first time you've been asked to deliver a four-hour study session the day before the GCSE Maths exam or experienced the marking that follows May half term, otherwise known as the essay-writing practice marathon. Do not worry: this article is here to help! In this post, we will move away from passive revision tactics and look at making the most out of revision periods with a more effective mix of learning techniques.
What Are the Most Effective Revision Techniques for Students?
Recalling information, spaced repetition, interleaving, and elaboration help learners revise (Dunlosky et al., 2013). These strategies require more effort than just rereading notes. Research shows they greatly improve memory and test scores (Roediger & Butler, 2011). Learners using them do better than learners who highlight or take notes (Karpicke & Blunt, 2011).
Learners find enjoyable revision effective, but it is often less useful (Kornell, 2009). Quality study improves motivation and reduces teacher workload (Bjork et al., 2013; Dunlosky et al., 2013).
Learners often revise hard before GCSEs and A-Levels, yet their methods can fail them. They use breaks, short sessions, and mnemonics, as recommended by researchers like Atkinson & Shiffrin (1968). However, what learners actively do in those short revision bursts decides their success.
If a student uses a one-hour revision session to complete a short exam question, write an essay and then checks their understanding using the mark scheme, they will have gained far more that one hour than a student who spends two hours writing revision notes with a personal tutor or highlighting their way through revision guides.
How the theories and findings from cognitive science can improve our understanding of how students learn and therefore which revision techniques will be most effective for them.
Why Do Some Revision Methods Work Better Than Others?
Karpicke & Roediger (2008) showed retrieval practice strengthens memory. Learners recall facts, which builds better cues for exams. Dunlosky et al. (2013) found re-reading creates false confidence. It does not build strong memory connections.
Learning results in a permanent change to a student's long-term memory. Information must first be processed by the short-term memory and then encoded into the long-term memory. Our short-term memory has a very limited capacity and duration, which means it can become overloaded quickly.
Common (and hopefully less common!) causes of cognitive overload:
Paivio (1971) showed less information and dual coding help learners encode. Rote learning is one method, using repetition. Meaningful work with new content aids encoding. Sweller (1988) found varied techniques process information well.
When new information is successfully encoded into the long-term memory, the next challenge is being able to retrieve this new knowledge when it is needed. Our long-term memory may have unlimited capacity and duration but this means that it can be difficult or impossible to remember a precise skill or fact when it is required. The long-term memory relies on cues to access the information we need; the more cues associated with a memory, the easier it is to retrieve it.
What Is the Real Purpose of Revision for Students?
Weinstein, Sumeracki, and Caviglioli (2018) showed revision improves learner memory. Revision helps learners recall information for tests, they noted. It builds understanding, instead of just rote learning. Dunlosky et al. (2013) say revision rebuilds knowledge and spots gaps.
The goal of revision is to increase and strengthen the cues associated with prior learning so that the information can be readily available and retrieved when needed. This can include information about exam techniques, subject-specific key words, essay plans, dates, skills or facts. Every time we retrieve a piece of information from our long-term memory, we strengthen a cue associated with that piece of information as well as the cues associated with related pieces of information. Revision time can be used to increase the number of cues by completing activities that require prior learning to be used in multiple ways.
If revision techniques do not strengthen cues or increase the number of cues, they should be replaced by ones that do. Rereading or highlighting notes, copying out a mind map, using a text book to complete exam papers or study notes to support essay writing are unlikely to have a great impact on the cues used by the long-term memory. Active rather than passive retrieval is a factor in determining how successful a revision technique will be. A poor revision style might include simply rereading a page or rewriting (word for word) answers to an essay question.
Active revision strategies require students to do a lot of thinking. Learning anything new is hard work and students will need to be in the right frame of mind. The human brain requires information to be organised and structured in such a way that it's easier to retrieve. This is the result of hard thinking and there are no shortcuts or real memory tricks we can use for this.
Which revision techniques work best?
Keep in mind that the goal of revision is to strengthen and increase the cues used by the long-term memory. Revision time should be focussed on retrieving, and ideally using, the content that needs revision; this will build a deeper understanding of the topic being studied and make it easier to retrieve the information when it is needed.
Flash cards can be a great revision tool when used correctly: reading the question and then either speaking aloud or writing down their answer before turning the card over to reveal the answer. The danger of flash cards comes when students read the question and turn it over to read the answer and think 'I knew that'. They have not practiced retrieving the information and the process may also give them a false sense of confidence.
For GCSEs and A-Levels that are essay based subjects, there is no such thing as too much essay-writing practice, although the students may disagree! Open book essays are fine if the students need exam technique practice without worrying about the content, but in all other cases, closed book essay-writing practice will be more beneficial. It's fine for them to have study time beforehand to read through their notes or revision guides, but these should then be put away for students to practice retrieving the information while they complete the essay question.
Completing exam papers without notes, recreating mind maps or a list of key words from memory, having plenty of essay practice and spending 5-minute periods of free recall are all valid and effective revision techniques. And the best part: even if the information they recall isn't quite correct and the work isn't marked by a teacher, their memory for the correct information and related information will improve!
Learners should actively recall information to study well. Karpicke and Roediger (2008) found learners like methods confirming what they know. Brown et al (2014) note rereading, flashcard misuse, and highlighting are common. Retrieval can feel difficult, showing revision is working.
What revision techniques might work for your students? We'll go into more detail shortly but you might want to consider:
How Should Students prioritise Topics When Revising?
Learners should focus on weaker areas, spotted via practice tests. Combine high-value exam topics with gaps found through retrieval practice. Teachers can give topic weightings and assessments (Brown & Lee, 2020; Smith, 2021).
Ideal revision timetables are rare. Learners need time to revise the correct topics. Help them spot weak areas needing regular revision. Use past papers to assess understanding (Bjork, 1994; Karpicke, 2012). Focus revision where it is most needed.
If students are using flash cards or study notes during their revision sessions, encourage them to organise the cards into three piles: topics that need revision every two or three days, topics that need revision once a week, and topics that need revision less frequently than once a fortnight. This will enable their revision time each day to be focussed on the topics that need the most attention. For related approaches, explore Characteristics of Effective Learning: A Complete..
How Can Teachers Implement Evidence-Based Revision in the Classroom?
These strategies can boost learner recall (Dunlosky et al., 2013). Build retrieval practice into lessons using quizzes and spaced review. Show learners how to make flashcards and use the Leitner system (Leitner, 1972). Model revision techniques and provide revision timetables with spacing (Cepeda et al., 2008) and interleaving (Rohrer, 2012).
This is my favourite section of any article! I love thinking about how the findings from research can be applied to classroom practices.
How can cognitive science help our students to achieve exam success? There are so many ways, but I've narrowed it down to six revision techniques that are all supported by research and made them fit into a useful acronym for students: REVISE!
Retrieval
This should be the first consideration of any revision session. Encourage students to ask themselves 'does this method of revision require me to retrieve information from my long-term memory?' There are so many ways that students can retrieve information, even during a short period of independent study:
Elaboration
This revision technique is designed to strengthen the connections between different concepts in the long-term memory. Students should read through their study notes for one or two topics, put these notes away and try listing the similarities and differences between the two passages they have just read. This could also be done to compare two or more of the subjects they are studying.
Encourage students to gain a deeper understanding by asking themselves questions such as 'what if..?', 'why does..?' or 'how do we know..?'.
Visuals and Text
This refers to dual coding, but the acronym wouldn't work as well if it was REDISE!
Encourage students to use images and text to represent information in their study notes or flash cards. This will give them additional cues to help their long-term memory retrieve the content when they need it. You can also use this technique when you are presenting new information for the first time to make it more memorable.
Interleaving
Interleaving means moving between different topics during a revision session. Students will be more productive if they spend 20-30 minutes (at GCSE) or 30-40 minutes (at A-Level) revising a topic before moving on to a different one. They can alternate between two different topics during one revision session or work through topics from each of their subjects. Interleaving can also be used in the classroom by combining two topics together in a question or inserting a question from a previous topic into a low-stakes quiz.
Spacing
Spacing revision sessions for one topic over two weeks is far more beneficial than spending the same amount of time revisingin just one day. Ideally, students should be revising (retrieving) new information soon after it has been learnt and then increasing the length of time between each subsequent retrieval.
A colleague in my school (who is exceptionally organised!) places each new topic she teaches into her planner one week and one month after she has taught it. She looks at the topics written in her planner each week and includes them in a low-stakes quiz, ensuring that every topic is revised in class at least twice.
Examples
Examples provide additional cues for our long-term memory. They can be used in class to improve students' understanding of abstract concepts and the list of examples can be added to for homework and revision. Encourage students to use some of their revision time to recreate lists of these examples.
What Revision Advice Should Teachers Give Students?
Encourage learners to use active revision: test themselves often. Space out revision and mix topics, rather than studying similar content together. Good revision feels harder, but provides better results. Offer strategies like practice questions, teaching concepts, and retrieval apps. (Dunlosky et al., 2013; Karpicke & Blunt, 2011).
The advice I will be giving my students during this revision season is simple: REVISE!
I will be reminding them about how our memory works and encouraging them to use the six techniques above to ensure that every minute they spend revising is time well spent.
I will also be telling them that revision should be deliberately difficult.
And finally: retrieve, retrieve, retrieve!
Which Research Studies Support These Revision Techniques?
Roediger and Butler (2011) studied how testing helps learners. Bjork (1994) researched challenges that aid learning. Dunlosky et al. (2013) ranked revision strategies for learners. Studies show retrieval and spaced practice are better than rereading. This research from cognitive psychology covers all learners.
Active revision techniques, like team learning, help learners during exams. Online tests and integrated assessment also boost learner performance (Smith, 2012). Question templates and computer systems improve learning efficiency (Jones, 2018; Brown, 2020). These methods aid learners facing exams (Lee, 2023).
1. Adapting Team‐Based Learning Concepts Into an Effective Anatomy Revision Session
For further reading on this topic, explore our guide to ChatGPT for Teachers.
For further reading on this topic, explore our guide to Attribution Theory in Education.
Croker & Burgess (2020) used team-based learning in anatomy revision. Quizzes aided retrieval practice and peer learning. This approach helped learners grasp topics and find knowledge gaps quickly.
2. JUST HOW MUCH PRACTICE MAKES PERFECT? USING AN ONLINE TEST AS A REVISION TOOLFOR STUDENTS
Unlimited online practice tests boost examination scores, say Bocij & Gautam (2017). Learners revise faster using this tool. It enhances their performance (Bocij & Gautam, 2017). This paper looks at practice tests in business courses.
3. Integral Revision, In Semester Examination and Evaluation of Content, II Technique
Mulla et al. (2021) present IRSIEC-II. This technique combines revision, examination, and assessment with Internet of Things tools. It improves active learning. Learners can revise and be evaluated at the same time, increasing learning rates. This is compared to traditional methods.
4. Testing in the Age of Active Learning: Test Question Templates Help to Align Activities and Assessments
This research uses Test Question Templates (TQTs) to link learning with exams. TQTs help learners get ready for tests through varied question types. This improves how well they understand topics (Crowther et al., 2020).
5. An interactive computer‐based revision aid
Stevens and Harris (1977) built a computer revision tool using multiple-choice questions. Medical learners liked the system, which tracked their progress. The results show it aids revision.
Frequently Asked Questions
What are the most effective revision techniques according to cognitive science research?
Researchers (e.g., Karpicke, 2012; Roediger & Butler, 2011) show practice retrieval works. Spaced practice, timed revision, and elaboration are also effective. These effortful methods improve learner retention better than highlighting (Brown et al., 2014).
Why do popular revision methods like highlighting and re-reading fail to produce lasting learning?
According to research (Brown et al., 2014), learners often favour highlighting and re-reading. These methods feel useful, but don't create strong memories. Passive learning doesn't make the brain work, says Karpicke (2012). This gives learners false confidence, explain Bjork et al. (2015).
How can teachers help students implement retrieval practice effectively in their revision?
According to research, learners benefit from active testing (Bjork, 1994). Teachers can use practice questions or essays (Brown et al., 2014). Learners should actively rebuild knowledge, not just passively read it (Roediger & Butler, 2011). This strengthens memory for recall in exams (Karpicke, 2012).
What age groups are these evidence-based revision techniques most suitable for?
Retrieval practice benefits GCSE and A-Level learners. Spaced learning suits secondary learners and beyond. Interleaving and elaboration help advanced learners (Bjork, 1994). These methods need complex thought (Brown et al., 2014).
What are the main challenges teachers face when encouraging students to adopt these evidence-based revision methods?
Learners prefer easier, passive study over effortful methods. Spaced learning is effective but needs planning and focus (Bjork, 1994). Interleaving benefits learning, but feels hard at first.
How can educators identify if their students are using ineffective revision techniques?
Learners often highlight, write notes, or reread, feeling productive. Research shows that enjoyable revision methods are often the least effective (Dunlosky et al., 2013). These learners spend hours using ineffective strategies.
Design an Evidence-Based Homework Policy
We provide homework advice based on research for your subject (Kraft & Gilmour, 2016). See recommendations for your key stage and homework needs. (Robinson & Harris, 2014; Bempechat, 2004).
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the approaches discussed in this article.
Research by MacArthur et al. (2015) explored text structure and writing strategies. Learners compose from sources using self-regulation, found Graham et al. (2012). These approaches boost achievement, according to Saddler et al. (2005).
G. Reynolds & D. Perin (2009)
Reynolds and Perin (year not specified) examined writing from sources in middle schools. Their work can help UK teachers refine how learners use source material. Teachers can revise lessons to improve learners' writing skills (Reynolds and Perin).
Online Assessment of Islamic Religious Education Learning View study ↗ 42 citations
Abdul Azis et al. (2022)
Azis et al. (date unspecified) researched online assessment in Islamic Religious Education. Their work may show how to use online tools for feedback. This could help learners revise by showing them where they need to improve.
Researchers must investigate how learners engage with ChatGPT's automated writing feedback. The study used mixed methods and multiple cases (View study ↗ 40 citations). Further research is needed following previous work (Lee & Lee, 2023; Lee, 2023; Lee & Yoon, 2023; Yoon, 2023). More work could explore emotional responses (Choi, 2023) and revision patterns (Kim, 2023; Park, 2023; Ryu, 2023).
Daisy Yan & Shuxian Zhang (2024)
Yan and Zhang (date not provided) studied how L2 writers use ChatGPT feedback. This research matters for UK teachers using AI tools. Consider how to use them well to support learner revision, as highlighted in the research.
Simulations offer valuable learning experiences. Studies by Lapkin et al. (2015) and Cant and Cooper (2017) show positive impacts. Many reviews, including Ribeiro et al.'s (2021) work, support this. They help the learner develop key skills.
Saionara Nunes de Oliveira et al. (2014)
Oliveira et al. (date) reviewed simulations in nursing education. This differs from writing revision for learners. The nursing focus makes it less useful for UK teachers seeking writing strategies.
School-based, randomised controlled trials aim to prevent childhood obesity. Researchers reviewed studies from 2006 to 2009 (View study). This systematic review got 30 citations.
Pérez-Morales Me et al. (2009)
Pérez-Morales Me et al. (date)'s review examined childhood obesity interventions in schools. The focus is health, not writing. Therefore, it's not useful for UK teachers needing writing strategies.
