19.01.2026
Self-tests during studies: Who uses them and who benefits?
What current research shows about the impact and use of self-testing in higher education.
Self-testing, also known as practice testing or recall exercises, is one of the most effective methods for consolidating knowledge. It involves learners actively recalling content from memory, for example in online quizzes or practice tests. This strategy improves long-term memory and significantly increases exam performance. Nevertheless, many students rarely use self-testing, especially those who need it most.
In a recent study, Dr. Jakob Schwerter and other researchers investigated who benefits from self-tests and who actually uses them. The researchers analyzed data from 325 first-semester students in a mathematics course. They combined surveys, self-test usage data, and exam performance. The result: more practice tests are associated with better grades. Those who had already started off weaker used self-tests significantly less often and needed more runs to achieve similar improvements.
Why do lower-performing students in particular forego this effective strategy? The study shows that previous performance, belief in the value of learning, and the pursuit of mastery goals influence its use. Those who believe that learning is worthwhile and who focus on understanding rather than pure grades test themselves more frequently. Personality traits and the willingness to accept short-term effort for long-term goals also play a role.
The authors advocate for greater integration of self-testing in courses. “Ideally as low-threshold, non-graded offerings,” emphasizes Schwerter. At the same time, motivation and self-regulation skills should be specifically promoted. In this way, educational institutions could not only improve exam performance but also increase equal opportunities. Especially in mathematics, where many students struggle, this combination can make a decisive difference.
Publication
Schwerter, J., Lauermann, F., Brahm, T., & Murayama, K. (2025). Differential use and effectiveness of practice testing: Who benefits and who engages? Learning and Individual Differences, 123, 102761. https://doi.org/10.1016/j.lindif.2025.102761
Media Contact
Philipp Sigle
presse@lead.uni-tuebingen.de
Share
