Katy Burgess1,2, Anca Dobrescu2, and Jess Fielding2
1 Cardiff University, 2 University of Bristol
We previously wrote a blog explaining benefits of retrieval. While there is a wealth of research demonstrating the benefits of testing for learning and long-term memory formation, there is less understanding about students’ experience of regular testing.
There are a variety of ways to get students to retrieve information, but decisions about testing practices are likely to be influenced by cohort size, course content, and the diversity in knowledge, experience, and skills of the students we are trying to test. For example, you can formatively quiz students during lectures or seminars. However, one of the key problems with formative quizzing is that some students do not engage with it. This leads to students missing out on the benefits of retrieval, such as the opportunity to check their understanding of the content and receiving direct feedback from the educator.
One solution is to embed summative tests that are low-stakes (Schrank, 2016). These tests can be completed regularly such as weekly or fortnightly, and are worth a small proportion of the overall mark. Compared to formative assessments, the small contribution to the overall grade can lead to increased engagement. Importantly, students’ test anxiety is significantly lower when compared to high stakes assessments (Yang et al., 2023). The increased engagement and reduced anxiety will therefore help students keep on top of the content throughout the course.
This strategy has been implemented at a South-West University in the UK within a Psychology research methods courses. Students at this institution complete weekly in-class multiple choice question tests about content they have just learnt. As students complete each question, results are displayed on a screen in front of the class and the educator provides students with immediate feedback, opening a discussion about what is correct, and why. This helps students develop a deeper understanding, and allows regular opportunities to learn from corrective feedback (Rowland, 2014).
As mentioned above, there is not a great deal of research exploring student experience of this type of assessment. With this in mind, we ran focus groups with students to discuss their experiences of regular low-stakes tests (RLST). What we found was quite surprising; all students were largely positive about their experience of the RLST. The regular testing helped students develop a routine and keep on top of the taught content, breaking down the course into more manageable chunks. Students liked that they were contributing to their overall unit grade throughout the year. Not only did this keep them motivated but it also made them feel more empowered to succeed. Importantly, students felt like they were more knowledgeable and could apply what was learned in other areas of their course.
So, not only is RLST great for learning and memory; it is also seen as a valuable tool for students to stay motivated and empowered.
Associated read – Part 1: Published Tuesday, 24 September 2024
References:
Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological Bulletin, 140, 1432–1463. http://dx.doi.org/10.1037/a0037559
Schrank, Z. (2016). An Assessment of Student Perceptions and Responses to Frequent Low-stakes Testing in Introductory Sociology Classes. Teaching Sociology, 44(2), 118-127. https://doi.org/10.1177/0092055X15624745
Yang, C., Li, J., Zhao, W., Luo, L., & Shanks, D. R. (2023). Do practice tests (quizzes) reduce or provoke test anxiety? A meta-analytic review. Educational Psychology Review, 35(3), Article 87. https://doi.org/10.1007/s10648-023-09801-w
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