The testing effect is the phenomenon where taking tests helps people acquire and retain knowledge better than practicing or repeating lessons. It works by actively recalling information and creating better neural connections. Reinforcement also plays a role. Test design can affect the testing effect, with blank prompts creating more of an effect than multiple-choice tests. The open book versus closed book debate is also of interest. Open book tests can engage critical thinking skills, reducing stress and allowing students to focus on critical thinking during the exam.
The testing effect is the tendency to acquire and retain knowledge more effectively by undergoing tests on it, rather than by practicing or repeating lessons. This phenomenon has been studied among educators since the beginning of the 20th century and numerous studies have confirmed it. The researchers have provided a number of explanations for how and why the test effect works. This information can be important for developing effective educational techniques in the classroom.
One test effect theory holds that the activity of actively recalling information in a test environment helps the brain retrieve it and creates a better neural connection to find the information in the future. If the test environment is so challenging that students cannot remember the information, no learning occurs. Conversely, an overly simplistic testing environment can also be detrimental to learning, as students may not be forced to actually remember information.
Reinforcement may also play a role in the test effect. Humans, like many organisms, thrive on reinforcement and tend to learn most effectively in reinforcing environments. If a student successfully remembers information and performs well on a test, a good grade on the exam can bolster his performance. It wants to repeat performance on future tests for the same reward, and this encourages the brain to retain information.
This psychological phenomenon can be an important thing to consider in test design. In multiple-choice tests, students only need to recognize one concept. This contrasts with blank prompts, where recall is engaged and the student actually has to remember. Such tests appear to create more of a testing effect, making students more likely to learn the information. With multiple-choice tests, students can forget material after the test because they weren’t forced to recall it under pressure.
The open book versus closed book debate is also a topic of interest among researchers interested in the test effect. In the logic that remembering is better than recognition, closed books would seem more appropriate. Students who take the open-book tests, however, can engage in critical thinking skills. This could result in a deeper understanding of the underlying concept and more learning. An open book might be more appropriate for tests where teachers want students to develop critical thinking skills.
Students may experience a clash between test trivia and test anxiety. Some students don’t do well on tests because they get nervous and may make mistakes or not remember information they actually know very well. Some advocates of the open book test believe this approach can reduce stress and allow students to focus on critical thinking during the exam.
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