Halpern & Hakel would clearly disagree with you. They are strongly interested in deep learning. Do a quick google!
Annette Quoting Louis Schmier <[EMAIL PROTECTED]>: > 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. > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [email protected] To unsubscribe send a blank email to [EMAIL PROTECTED]
