Do Words Matter to Students? “Test” versus “Retrieve”
A funny thing happened on LinkedIn last week. I found myself questioning a word I’ve used for years when teaching students how to study—and it all started with a post by cognitive scientist Pooja Agarwal based on this blog entry on her fabulous website, retrievalpractice.org.
She wrote: “Retrieval practice isn’t a test. It’s a LEARNING strategy, not an assessment strategy.”
That got my brain buzzing. I’ve spent years championing retrieval practice as the single most important learning strategy students need in their study toolkit. But here’s the kicker: when I teach it, I tell students to “test yourself before the teacher tests you.”
Wait. Have I been getting this wrong?
Who Gets to Control the Words of Learning?
The world of education is structured so that teachers and governments control the WHAT of learning—curriculums, standards, and assessments. Teachers also often shape the HOW of initial encoding—lectures, assignments, and class activities. But when it comes to getting that information deeply into long-term memory? That’s on students.
In the Anti-Boring Study Skills Toolkit, I define studying as the art of teaching yourself information and skills. And cognitive science has shown us that one of the best ways to do that is through retrieval practice—actively pulling information out of your brain rather than simply reviewing it. But here’s the problem: the word test is loaded. It sends many students straight into stress mode.
I’ve always thought that by telling students to test themselves, I was helping them reclaim their power. Instead of waiting passively for a teacher’s judgment, they could take charge of their own learning. But after Pooja’s post, I started wondering: Does the word "test" inspire students, or does it shut them down?
How I Started Using “Test Yourself”
Interestingly, I didn’t set out to use the word “test.” It happened organically. At first, I taught students about retrieval practice using the scientific term “retrieve.” I would say, “Retrieval practice is like quizzing yourself to check what you know and don’t know so far.” Over time, this evolved into “test yourself,” because I noticed that framing made students perk up.
I’d explain: “Most students wait for the teacher to test them, and then they’re disappointed with their grades. But the best way to learn is to TEST YOURSELF in tiny little bursts over time—before the teacher ever tests you! How cool is that? You have the power to test yourself before the teacher does.”
This small shift transformed the word test from something scary into something empowering. Students reclaimed it. It was no longer something being done to them—it was something they did for themselves.
A Fascinating Debate Unfolds
After reading Pooja Agarwal’s post suggesting that teachers should stop calling retrieval practice “testing yourself,” I took the question to LinkedIn: Is it okay to tell students to “test themselves?” Two kinds of responses stood out:
The Trauma-Aware Perspective: One person pointed out that for some students, the word "test" might carry baggage. She suggested alternatives like “What do you already know?” or “Observe what you remember.” Her insight reminded me that educators need to be aware of the nervous system states of our learners.
The Learning Science Perspective: Another contributor to the discussion stated flatly: Avoid the word “test” as much as possible. They argued that the term “testing effect” makes a great strategy sound unpleasant and discouraging. Instead, they suggested sticking with the more neutral term retrieval practice.
But here’s the most interesting part: when I brought this conversation to a group of certified academic coaches in the Anti-Boring Learning Lab, I realized that I was the outlier! Many of them never used the word “test” with students at all. Even though I’m the one who trained them, and modeled using the word “test” in the definition of retrieval practice.
And more importantly — everyone got excited about a new question: What words would students choose to describe retrieval practice, if we asked them their preferences?
What If Students Don’t Like the Word “Test?”
I'm still a fan of experimenting with using the word "test" with our students if we're showing how we can test ourselves, and if we're doing it in a context where we are one-to-one with students, or having the luxury of a metacognitive moment where we are reflecting about learning.
However, if students find “test” disempowering, we have so many other options:
“Try to bring this idea back to mind without looking.”
“See if you can explain this in your own words.”
“What do you remember about this from last time?”
“Close your notes and see what sticks in your brain.”
“Challenge yourself to recall as much as you can!”
“Prove to yourself what you’ve learned and what you haven’t yet learned.”
Each of these phrases captures the essence of retrieval practice but without the baggage that the word “test” might carry. Do you have others to recommend? Please post below.
Student Reactions to “Test” Vary Widely
Interestingly, I don’t think I’ve ever explicitly asked a student how they feel about the word “test” in the context of studying. But from my years of coaching, I suspect their reactions would run the gamut—from anxiety-producing to neutral to exciting. Every student is different, and many have deep-seated stress around testing.
One student I worked with had attended a Waldorf school, where formal testing was never part of their education. When she encountered her first exam, she wasn’t scared—she was just baffled. She had no framework for what to do! This experience reminded me how much context matters when introducing students to retrieval practice.
Another student I’ve worked with loved being tested — they strived for A’s and loved the opportunity to show off what they know to the teacher.
So I appreciate all the perspectives about the word “test,” but I don’t think we can assume that students would inherently find it loaded or dysregulating.
Why Language Choice Matters—Especially for Teachers vs. Coaches
This discussion reveals how much power a single word can have in shaping a student’s approach to learning. It also highlights a key difference in how classroom teachers and academic coaches can approach this issue:
Classroom teachers have to be clear when an activity is an actual test (graded assessment) versus when it's a learning strategy (retrieval practice). They need to avoid confusion and ensure that students understand the purpose of the activity.
Academic coaches working one-on-one with students have more flexibility. We can adapt our language based on each student's needs and past experiences, choosing words that empower rather than intimidate.
This means that while teachers might avoid “test” entirely, coaches can experiment with different terms based on what resonates most with each learner.
Finding the Right Words to Inspire Action
Ultimately, the goal isn’t just to use the “correct” terminology—it’s to use words that make students actually do the thing. Retrieval practice only works if students engage in it.
That’s why, in the Anti-Boring Toolkit, I emphasize verberization—the idea that the words we use should drive action. “Study” and “review” are vague. What do those words even mean? But “retrieve” or “test myself” suggest clear, concrete actions.
And we can get even more specific: How will you retrieve? Will you make flashcards? Ask yourself “why” and “how” questions (elaborative interrogation)? Write everything you know about a topic without looking at your notes (a brain dump)?
Finding the right verb can be the difference between a student staring at their textbook passively and one who is actively engaging with the material.
Help Me Research This!
Now, I want to hear from YOU. If you're an educator or coach, try this experiment:
Watch the free course Unlock Student Learning where I explain the Study Cycle and how retrieval practice works.
Teach it to students, but instead of using my words, ask them: What would you call this? What words make the process of studying and practicing retrieval feel powerful and motivating to you?
Report back! Do students feel empowered by "testing themselves?” Do they like the scientific verb “retrieve?” Or is there another term that inspires them more?
We educators love research-backed strategies. But the best strategies only work if students actually use them. So let’s figure out the language that helps retrieval practice click!
Comment below with what you find out—I can’t wait to hear your students’ words for learning!