‘What’s in a name?’ Retrieval practice in the primary classroom: a case study

Retrieval practice has become a well-established teaching strategy in English schools due to the influence of recent government policy changes. This case study used teacher questionnaires, lesson observations and semi-structured interviews to gain insight into how teachers in a primary school in England perceive and use retrieval practice in their classrooms. The findings show good alignment between teachers reported and actual use of retrieval practice in the classroom. However, the teachers conflated retrieval practice with assessment for learning, despite the current research framing of retrieval practice as an opportunity for learning and not assessment.Implications for future applied research, teacher practice and professional development are discussed.