Quiz & Study Glossary

Plain-English definitions of the cognitive-science and quiz-design terms behind effective studying. Each entry links to a deeper explainer.

A B C D F I L M R S T

A

Active Recall

The study strategy of retrieving information from memory (quizzing yourself, blank-page recall, teaching aloud) instead of passively re-reading. The single most effective study technique research has identified.

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B

Bloom's 2 Sigma Problem

Bloom's 1984 finding that one-on-one tutoring produces +2 standard deviations over classroom instruction. The benchmark AI tutoring tools claim to finally make scalable.

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Bloom's Taxonomy

A framework classifying cognitive tasks from basic recall to creative synthesis. Six levels: Remember, Understand, Apply, Analyze, Evaluate, Create.

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C

Cloze Deletion

A flashcard format where part of a sentence is blanked out for retrieval. Preserves context as a memory cue. Used in Anki, RemNote, and most modern flashcard tools.

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D

Desirable Difficulty

Bjork & Bjork's principle that some kinds of study struggle (spacing, interleaving, retrieval practice) feel harder in the moment but produce dramatically better long-term retention.

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Distractor

A wrong-but-plausible answer choice in a multiple-choice question. Question quality is mostly determined by distractor quality, not the correct answer.

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F

Forgetting Curve

Ebbinghaus's 1885 finding: without review, we forget ~50% of new material within 24 hours and ~80% within a week. Spaced review flattens it.

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Formative Assessment

Low-stakes testing used to inform instruction while learning is still happening — as opposed to summative assessment, which evaluates at the end.

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FSRS

Free Spaced Repetition Scheduler — the modern algorithm (2022) that schedules reviews based on three memory parameters. ~20-30% more efficient than older SM-2.

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I

Interleaving

Mixing different topics within a single study session instead of mastering one at a time. Feels harder, produces 25-30% better long-term retention than blocked practice.

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Item Difficulty

The proportion of students who answered a quiz question correctly. Aim for an average of 0.5-0.7 across items. Use alongside item discrimination to find broken questions.

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Item Discrimination

A statistical measure of how well a quiz question distinguishes between students who know the material and students who don't. Used to find broken or unfair questions.

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L

Leitner System

A 1970s flashcard method using physical boxes to schedule reviews at growing intervals. The original implementation of spaced repetition, predating any algorithm.

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M

Mastery Learning

Bloom's instructional approach: students must demonstrate competence on each unit before advancing. Time varies; mastery is held constant. ~1 standard deviation gain over conventional teaching.

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R

Retrieval Practice

The study habit of trying to recall information from memory before checking. The practical application of the testing effect.

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S

Spaced Repetition

A study schedule that reviews material at growing intervals — tomorrow, in three days, in a week, in a month. Implemented by Leitner box, SM-2, or FSRS algorithms.

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Spacing Effect

The finding that distributing study sessions over time produces 2-3× better long-term retention than the same total time crammed together.

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Summative Assessment

Testing that evaluates learning at the end of a unit, course, or program. High-stakes, end-of-period, used to document achievement — the counterpart to formative assessment.

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T

Testing Effect

The cognitive-psychology finding that retrieving information from memory strengthens it more than re-reading does. The mechanism behind why quizzes beat highlighting.

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