On the Power of Testing

Using tests in appropriate ways can be a very powerful tool for learning. Specifically, there is an effect, the testing effect, which basically changes the knowledge one has by the simple act of testing (Roediger & Karpicke, 2006a)⁠. This effect has been seen in much basic research (in the laboratory) and in applied research. For quite some time, some educators have promoted the use of tests not only for assessment purposes (i.e., summative assessment), but also for learning (formative assessment). These educators can now rest assured there is some empiric backing to their positions, that is, that testing can be used for learning, too.

Additional work by the authors (Roediger & Karpicke, 2006b)⁠ showed that repeated testing was more effective among samples of college students than was repeated studying. The authors provide several potential theoretical reasons for the results, including some based on basic understanding of human memory and some based upon the idea that "testing as learning" provides practice to the test-taker, thereby increasing recall and performance on future tests.

Another important bit of research is on providing feedback to students after multiple-choice tests (Butler & Roediger, 2008)⁠. Using a 3x3x3x2 experimental factorial design, the researchers investigated how the amount of study, number of multiple-choice alternatives, feedback condition, and report option (forced vs. free report) interacted to influence participant performance on test performance. Results showed that prior testing and studying both resulted in improved later performance on the study measures, but that prior testing had a larger effect than studying. Also, feedback given to the participants reduced the number of errors they made on future tests, likely due to them correcting misinformation in their knowledge, allowing for more accurate recall remembered materials.

There are frequently questions about the value of testing in student learning, and the research discussed here provides some evidence toward that point. Tests don't have to be only for summative assessment - that is, to assess what students have learned. Tests can also be used to assist in students' learning. Providing frequent testing in courses, along with feedback on the tests with a focus on correcting mis-remembered information may be an effective strategy to enhance student learning.

Butler, A., & Roediger, H. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604-616.

Roediger, H. L., & Karpicke, J. D. (2006a). The power of testing memory: Bbasic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210. doi: 10.1111/j.1745-6916.2006.00012.x.

Roediger, H. L., & Karpicke, J. D. (2006b). Test-enhanced learning. Psychological Science, 17(3), 249-255. doi: 10.1111/j.1467-9280.2006.01693.x.