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ERIC Number: EJ1116252
Record Type: Journal
Publication Date: 2016-Sep
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-0610
EISSN: N/A
Cognitive Psychology and Low-Stakes Testing without Guarantees
Dennis, Nick
Teaching History, n164 p22-28 Sep 2016
The emphasis on the power of secure substantive knowledge reflected in recent curriculum reforms has prompted considerable interest in strategies to help students retain and deploy such knowledge effectively. One strategy that has been strongly endorsed by some cognitive psychologists is regular testing; an idea that Nick Dennis set out to test for himself. While he found, as others have done, that students' performance in low-stakes tests and their use of substantive knowledge in explanatory essays certainly improved as they undertook regular "quizzes", he also discovered that securing knowledge in one format does not "necessarily" ensure that it will be used effectively in another. His conversations with the students involved also alerted him to the need to consider both the ways in which tests of this kind are perceived by the students and how he could actively support his students in developing and storing knowledge in ways that made it both accessible and meaningful to them. By looking back to periods in which scholars were much more reliant on effective recall, Dennis reminds teachers both of the power of the visual and of the need to think very deliberately about creating coherent structures in which new knowledge can be effectively located.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A