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Research Questions
1. How will incorporating more low-stakes quizzes into my classroom affect my teaching
and the ability of my students to learn?
2. How will incorporating frequent low-stakes quizzes help students assess their own
learning and retain the information being learned?
3. How can frequent low-stakes quizzes help students achieve a higher taxonomic level of
learning (eg, analysis over simple recall)?
4. How can technology be utilized to perform frequent low-stakes quizzes and/or provide
immediate results/feedback?
Benedict Carey, a science reporter for the New York Times, published a book titled
How We Learn which concurs with the conclusions of Roediger and his colleagues.
Carey explains that testing is a method of retrieval practice, which positively correlates
to strengthening long-term memory and learning in general. Conversely, testing slows
down the process of forgetting (Carey, 2014).
Traditional cumulative exams measure the content and complexity of information a
student has memorized, but not the learners competency or the transfer of learned
knowledge into real world situations (Jaffee, 2012). Retrieval practice as a learning
strategy creates flexible memory which engenders complex thinking and application
skills as well as facilitates organization of knowledge (Agarwai, Roediger, McDaniel, &
McDermott, 2013).
Frequency plays a part in effective learning. In a study of Distributive Practice in
Verbal Recall Tasks, Cepeda and his colleagues found that in more than 80% of studies
learners benefit from distributive practice. This phenomena is known as the spacing
effect. (Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006). Dan Willingham references it in
his article for Educational Leadership. He cites a specific study of eighth graders in
which frequent low-stakes quizzing resulted in 13-25% higher grades on end of unit
tests. (Willingham, 2014).
Applying retrieval practice with technology is an emerging discipline. The e-Learning
Council advances the use of practiced testing and spaced repetition. Revunote is an
Android app that works with Evernote. Revunote encourages you to recall information
before you check with Evernote. Revunote promotes a variety of recall strategies
including keywords, frameworks, mnemonics and linking.
References
Agarwai, P., Roediger, H., & McDaniel, M., McDermott, K. (2013) How to Use Retrieval
Practices to Improve Learning. Retrieved from:
http://psych.wustl.edu/memory/Roddy%20article%20PDF
%27s/RetrievalPracticeGuide.pdf
Brown, P., Roediger, H., & McDaniel, M. (2014). Make it Stick: The Science of
Successful Learning. Cambridge, MA: The Belknap Press of Harvard University
Press.
Roediger, H. & Karpicke, J. (2006) "The Power of Testing Memory, Basic Research and
Implications for Educational Practice", Perspectives on Psychological Science
Vol. 1, No. 3
Carey, B. (2014). How We Learn: The Surprising Truth About When, Where, and Why it
Happens. New York, NY: Random House.
Cepeda, N., Pashler, H., Vul, E., Wixted, J., & Rohrer, D. (2006) Distributed Practice in
Verbal Recall T
asks: A Review and Quantitative Synthesis Psychological Bulletin Vol. 132, No.
3, 354380 Retrieved from:
http://uweb.cas.usf.edu/~drohrer/pdfs/Cepeda_et_al_2006PsychBull.pdf
Jafee, D. (2015) "Stop Telling Students to Study for Exams." The Chronicle of Higher
Education. Retrieved from: http://chronicle.com/article/Stop-Telling-Students-toStudy/131622/