The research is clear: rereading a text doesn’t work as well as taking a test over the material. Known as retrieval practice, it involves students studying a passage of text. Then, students take a low-stakes test about it. This pushes them to recall material from memory. In time, this assists students with remembering the material.
Studying over fewer, longer sessions is less effective than its alternative. The alternative is spacing out the intervals of study over a longer period of time. This is called Spaced vs massed practice and enjoys an effect size of .65.
Testing has a greater impact than repeated study when done over time.
Testing after reading improves students’ ability to answer questions. That includes questions that are “in the text” and “in the head.”
Testing done once a day after covering material increased retention
Students tested often had increased retention.
It doesn’t matter what form the questions take. Students gain the benefit of practice testing regardless of question type. All questions were as effective as the others at enhancing the students’ learning. Question types include:
multiple-choice,
short-answer, and
hybrid questions
As a high school student, I stumbled upon a technique that I wish someone had told me about earlier. That is, how to read a selection of text then select content that might appear on a test.
At the time, I did not create a test. I highlighted, wrote down or summarized critical test information. It was only later that I would reformulate my notes into test questions.
This technique was quite effective in history classes, which I made straight “As” in.
How can we encourage our students to do that easily?
Students can take their online notes, click a button, and a quiz appears. Knowt features fill in the blank, multiple choice or short answer questions.
Recall that question type doesn’t matter for practice testing. Instead, it’s the repetition on a daily basis to allow for spaced practice (.65 effect size).