Benjamin Keep, PhD, JD | A Better Way To Test @benjaminkeep | Uploaded September 2021 | Updated October 2024, 43 minutes ago.
The traditional testing approach in schools doesn't do much to help students learn. There's a better way.
00:00 The traditional approach
01:13 Our approach
04:07 Some interesting research findings
05:35 Our tests also provide extra information
See my other videos on related material:
The testing effect - youtu.be/g0rg2xdnRPc
How tests warp the learning process - youtu.be/3qXWtJ8e_uA
Sign up to my email newsletter, Avoiding Folly, here: benjaminkeep.com
References:
This is the collaboration between researchers and a social studies teacher.
Roediger III, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17(4), 382. (currently at https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.738.8759&rep=rep1&type=pdf)
Another account of the experiments, which provides more detail about the collaboration, is here:
Agarwal, P. K., Bain, P. M., & Chamberlain, R. W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24(3), 437-448. (currently at pdf.retrievalpractice.org/guide/Agarwal_Bain_Chamberlain_2012_EDPR.pdf)
On including "high-level" questions in the test, see:
Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test… or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307-329.
(Finding that students in the “higher-order thinking” condition, who took tests on higher order thinking, outperformed students who took “lower-order thinking” tests on both higher-order and lower-order questions.)
Agarwal, P. K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning?. Journal of Educational Psychology, 111(2), 189. (currently at researchgate.net/profile/Pooja-Agarwal-18/publication/325639446_Retrieval_Practice_Bloom's_Taxonomy_Do_Students_Need_Fact_Knowledge_Before_Higher_Order_Learning/links/5c9ab6bf299bf1116949990d/Retrieval-Practice-Blooms-Taxonomy-Do-Students-Need-Fact-Knowledge-Before-Higher-Order-Learning.pdf)
(Finding that a mixture of high-level and low-level questions on quizzes worked better than low-level only quizzes)
The traditional testing approach in schools doesn't do much to help students learn. There's a better way.
00:00 The traditional approach
01:13 Our approach
04:07 Some interesting research findings
05:35 Our tests also provide extra information
See my other videos on related material:
The testing effect - youtu.be/g0rg2xdnRPc
How tests warp the learning process - youtu.be/3qXWtJ8e_uA
Sign up to my email newsletter, Avoiding Folly, here: benjaminkeep.com
References:
This is the collaboration between researchers and a social studies teacher.
Roediger III, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17(4), 382. (currently at https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.738.8759&rep=rep1&type=pdf)
Another account of the experiments, which provides more detail about the collaboration, is here:
Agarwal, P. K., Bain, P. M., & Chamberlain, R. W. (2012). The value of applied research: Retrieval practice improves classroom learning and recommendations from a teacher, a principal, and a scientist. Educational Psychology Review, 24(3), 437-448. (currently at pdf.retrievalpractice.org/guide/Agarwal_Bain_Chamberlain_2012_EDPR.pdf)
On including "high-level" questions in the test, see:
Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test… or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307-329.
(Finding that students in the “higher-order thinking” condition, who took tests on higher order thinking, outperformed students who took “lower-order thinking” tests on both higher-order and lower-order questions.)
Agarwal, P. K. (2019). Retrieval practice & Bloom’s taxonomy: Do students need fact knowledge before higher order learning?. Journal of Educational Psychology, 111(2), 189. (currently at researchgate.net/profile/Pooja-Agarwal-18/publication/325639446_Retrieval_Practice_Bloom's_Taxonomy_Do_Students_Need_Fact_Knowledge_Before_Higher_Order_Learning/links/5c9ab6bf299bf1116949990d/Retrieval-Practice-Blooms-Taxonomy-Do-Students-Need-Fact-Knowledge-Before-Higher-Order-Learning.pdf)
(Finding that a mixture of high-level and low-level questions on quizzes worked better than low-level only quizzes)
