Pretesting Effect

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Why it works

Research on the pretesting effect (also called the prequestion or errorful-generation effect) shows that attempting to answer questions about material before learning it, even unsuccessfully, enhances later learning of that material, compared to just studying it. The act of trying to retrieve or generate an answer (and often failing) seems to prime the mind: it activates relevant prior knowledge, focuses attention on what is important, highlights gaps, and makes the subsequent learning stick better. This is counterintuitive, we assume testing should come after learning, but errors during pretesting, followed by feedback and instruction, are productive. Teachers can harness this with brief pretests, prequestions before reading or a lesson, or predictions, as long as the real learning and feedback follow. Getting it wrong first can help you learn it better.

The research: Research on the pretesting effect (errorful generation).

The run-of-show

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The core activity: prime learning with a pretest

Teachers leave with a pretesting move to prime an upcoming lesson.

Pick material students are about to learn.
Have them attempt relevant questions or predictions first (pretesting), even though they will get some wrong.
Follow with the real learning and clear feedback.
Keep it low-stakes and frame errors as productive priming.

Getting it wrong first can helpAttempting questions before learning, even unsuccessfully, primes the mind and improves later learning. Use low-stakes pretests or prequestions, then teach and give feedback.

Facilitator notes

Have students attempt questions before learning; errors are productive.
Follow with instruction and feedback.
Keep it low-stakes.

Skipping pretesting wastes a free boost to learningJumping straight to instruction misses the priming effect of attempting questions first. Use low-stakes pretesting before learning, then teach and give feedback.

Adapt it

Elementary: predict or guess, then learn, feedback.
Secondary: prequestions, pretests, then learn, feedback.
All settings: attempt first, low-stakes, then teach and feedback.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Pretesting Effect: prime the learning

Attempt first: low-stakes questions or predictions before learning, then real instruction and feedback.

The material students are about to learn:
The questions or predictions they attempt first:
How I follow with the real learning and feedback:
How I keep it low-stakes and frame errors as productive:
A lesson to add pretesting to:

Make it stick

Prime the learning:

Prime learning with a pretest.
Frame errors as productive.
Bring a pretesting use to the next PLC.

Common questions

Doesn't testing before learning just frustrate students?

It can feel odd, but research shows attempting questions before learning, even getting them wrong, improves later learning, by activating prior knowledge, focusing attention, and highlighting gaps, as long as instruction and feedback follow.

Isn't it pointless if they get it wrong?

No, errors during pretesting are productive. The act of trying to generate an answer primes learning, so the material sticks better afterward. Wrong answers followed by feedback help.

How do I use pretesting?

Use brief pretests, prequestions before a reading or lesson, or ask students to predict or guess, then teach and give feedback. The attempt primes the learning that follows.