Practice testing may improve test taking and test passing and test scores,
and it reinforces that what's important is that which is on the test, it
doesn't improve deep and sticky learning.
Make it a good day.
Louis
Louis Schmier www.therandomthoughts.com
Department of History www.halcyon.com/arborhts/louis.html
Valdosta State University
Valdosta, Georgia 31698 /\ /\ /\ /\
(229-333-5947) /^\\/ \/ \ /\/\__/\ \/\
/ \/ \___\/ / \/ /\/ /\
//\/\/ /\ \__/_/_/\_\___\_/__\
/\"If you want to climb mountains,\ /\
_ / \ don't practice on mole hills" -\__
-----Original Message-----
From: Michael Scoles [mailto:[EMAIL PROTECTED]
Sent: Sunday, May 08, 2005 1:03 PM
To: Teaching in the Psychological Sciences
Subject: Re: Testing improves learning
It isn't too surprising that repeated "practice" tests improve performance
on the "real" test. An obvious criticism of repeated practice tests would
be that they may contribute little to general knowledge about the content
area and more about specific knowledge of the test. A thoughtful discussion
of this problem can be found at:
http://www.carnegiefoundation.org/perspectives/perspectives2004.Apr.htm
Michael T. Scoles, Ph.D.
Interim Chair, Dept. Psychology & Counseling
University of Central Arkansas
Conway, AR 72035
>>> [EMAIL PROTECTED] 05/08/05 11:44 AM >>>
I'm wondering if any of you out there have read this literature and/or
employed frequent and repeated testing in a class, and if so, how. He
spoke of someone (I've forgotten his name) at UNM who required a class
to take three on-line practice exams before the real one and compared
the results of that class to one for whom the three practice exams were
offered rather than required. (And we can be pretty sure they didn't
take too much advantage of that. Call my cynical again.) The upshot of
that informal (quasi) experiment was that the class for whom the
practice was required scored about a letter grade higher than the other.
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