It seems, after all, testing is good for student learning. Testing helps reduce forgetting, which is the nemesis of the retrieval and remembering of information and knowledge.
A real-life study at Columbia Middle School in Illinois in 2005 put promising lab results "to the test." Certain social studies classes were given quizzes on about a third of the material: one in the beginning of the class, one at the end of class, and one 24 hours before the unit exam. Clickers were used to answer multiple choice questions. Results: the students scored a full grade higher on material they were quizzed on compared to material not quizzed.
Of course, tests that are more cognitively challenging, such as essays or short-answers, are more beneficial in learning, although recognition tests like multiple choice or true/false are still surprisingly useful.
Rereading texts and cramming for exams are probably the two worst methods to learn and acquire information.
Interestingly, delaying feedback, especially in motor skills, such as sports, is more effective than immediate feedback. Immediate feedback is akin to "training wheels" that artificially support a rider far beyond their necessity. Let students use trial-and-error to make corrections, wait, and then give feedback. Delayed subsequent retrieval requires more effort, and more effort strengthens learning.
Source: Make it stick: the science of successful learning, Brown, Roediger III, McDaniel, 2014
Daniel H. Lee
This blog will be dedicated to sharing in three areas: happenings in my classroom and school; analysis and distillation of other educators' wealth of knowledge in various texts; insights from other disciplines and areas of expertise that relate and connect with educational practices.