Testing is an excellent strategy for learning new information. Hundreds of cognitive and classroom studies, and dozens of meta-analyses, have evidenced that being tested boosts long-term memory of information and improves student performance. So, if we want students to remember what we are teaching them, we want to shift focus away from getting information into their heads, and instead focus on getting information out.
Why is testing so good for learning?
Testing requires active retrieval of the correct answer from memory, and retrieval is an important part of the memory process. It essentially tells your brain that the information is important and that you need it. If you don’t retrieve information, it decays (essentially, it is forgotten), and gradually becomes more difficult to access. However, the more often information is retrieved, the easier it is to remember next time. This is called retrieval practice. Think of it like any other skill you would practice. If you want to learn to ride a bike; you practice. If you want to build confidence with your public speaking; you practice. If you want to remember something; you practice.
One concern people have with testing, or retrieval practice, is that they might get it wrong. Then what? Well, if you make a mistake and you are corrected, you actually remember the correct information better. The past decade or so has also revealed a benefit of learning new information presented after a test. So, a test itself essentially prepares learners to take on new information.
Current use of testing
As a learning tool testing is underused by both educators and students. This is in part because many students and instructors see testing as the end product of learning – a way to check what you know. While testing is indeed capable of assessing knowledge, it is in fact more useful to use it for learning, and for committing information to long-term memory.
In a recent survey of 226 students enrolled in their first year of a BSc Psychology course, 45% reported being familiar with retrieval practice, and were able to accurately recount a definition. However, only 13% were using retrieval once a day or more, and 87% wanted to use retrieval practice more as part of their learning. While students show willingness to use it, there are barriers to using retrieval practice including no time to do it (39%), and retrieval causing anxiety (28%).
The role of the educator in testing
Both of these points can be addressed by the educator.
Let’s first address students who report having no time to engage with retrieval. Student timetables are often crammed, and students increasingly have to work alongside studying, together with other commitments such as caring responsibilities, commuting or engaging with clubs and societies. If we provide regular retrieval opportunities as part of our teaching, we have done the heavy lifting for them. The time is already carved out and in the timetable.
One way I provide retrieval opportunities is by getting students to write on polling software what they remember from the last lecture. I can also run a couple of quick multiple-choice questions, and this allows me not only to encourage retrieval, but also allows me to check students have followed the previous content and are in a position to build on it with the new content. If there are misunderstandings, they can be clarified with some formative feedback, before moving on.
Secondly, let’s take the issue of retrieval causing anxiety.
Why does retrieval make students anxious? Well, it’s because retrieval often makes us realise what we don’t know. It is uncomfortable, because when you are at the beginning of the learning process it is challenging to retrieve the information. The practice is what makes it easier, and importantly, will reduce anxiety. In fact, a recent meta-analysis showed that regular tests reduce test anxiety. Students get used to retrieval.
Aside from offering more opportunities, there are other things we can do to make the test, or retrieval, less anxiety inducing. Firstly, we can make it optional, thus formative. Students do not have to engage with it, but they can have a go – in their head – without fear of a ‘bad’ mark, or fear of judgement. Secondly, we can create an atmosphere that welcomes mistakes. Congratulate students for trying. Let them know that making errors is beneficial for learning. Be open to going over the content again, or point them to additional resources if there isn’t class time.
The role of the student in testing
While educators can improve student use of retrieval through their teaching, ideally students will use retrieval in their own learning. However, in order to engage in retrieval, students need to know about its importance. 55% of students entering a Psychology course did not know about it, and likely they had studied memory in their A-levels. So, for other courses it may be even fewer. If we educate students about the benefits of testing, we can encourage them to use it more regularly.
My students have reported to me feeling very smug that they had developed excellent study habits as a result of understanding how learning works! Admittedly, this is quite easy for a psychologist to do – we have entire modules on learning and memory. But it doesn’t need to be an in-depth discussion of the cognitive literature or learning theories – it can be as simple as explaining in a minute or two the importance of retrieval in learning (perhaps reading to them the first couple of paragraphs of this blog!).
How will you encourage your students to use regular retrieval in their study time and provide opportunities for retrieval in your teaching?
Dr Katy Burgess is a Senior Lecturer in Psychology at Cardiff University. She explores learning and memory mechanisms, applying the findings in educational and clinical settings. Katy is committed to integrating cognitive science and the student voice to improve higher education for all.