Annette, I just read the article. I don't see where they disagree with my
position. In fact, much of what they say supports and reinforces many of my
positions. It is a must read article.
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: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED]
Sent: Sunday, May 08, 2005 9:32 PM
To: Teaching in the Psychological Sciences
Subject: RE: Testing improves learning
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.
>
>
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Annette Kujawski Taylor, Ph. D.
Department of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
[EMAIL PROTECTED]
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