Testing to Improve Learning
Posted November 4, 2014
By Dr. Robert Biswas-Diener
@biswasdiener
Recently, my son—a 16 year old-- took a fitness test. Over the course of an hour he executed pull-ups, did push-ups, counted crunches, and timed various hangs and wall sits. We all understand the benefits of such testing: by quantifying a wide range of fitness related activities it is possible to get a global picture of my son’s flexibility, strength, and cardiovascular fitness. What is easy to overlook, however, is that the test itself improve his fitness. It was an hour long workout no different (in fact, harder) than his usual exercise. This leads to the question: when you give your students an exam do you primarily view it as an opportunity to assess prior learning or do you also view it as an opportunity for students to learn?
This point was emphasized, for me, through a testing suggestion from Rich Lucas, at Michigan State University. I don’t know if the idea was originally his but I learned it from him so I am willing to credit him here. The idea is simple and powerful: test your students twice. Here’s how:
First, offer your students the exam under normal conditions. This likely means producing answers solely from memory. Then, when they have finished and have turned in their Scantron or other answer form allow them to take the exam again immediately. This second time around, however, let your students use open notes, textbooks, or even small workgroups. Obviously, their performance on the second test should be better than on the first. What’s more, they will immediately have the chance to look up answers to those items that caused them trouble only a few minutes earlier. In short, they will learn.
There are many potential variations on this particular testing strategy. Here’s how I have used it in my own classes of 50 to 100 students: The score from the first iteration of the test is the base score. The score from the second iteration of the test is counted as extra credit and added to the base score. If my students score between a 90 and 100% on the second go-round I award 5 extra credit points to their base. If they score between 80 and 90 I award 4, and scores in the 70s receive 3 points. I don’t award any points for scores below a 70%.
One final note: On the several instances that I have used this testing strategy I have made it optional to take the second test. The most motivated students, without fail, opt to earn extra credit. About a third of my students elect not to take the second iteration.
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[Dr. Robert Biswas-Diener is the senior editor of the Noba Project and author of more than 50 publications on happiness and other positive topics. His latest book is The Upside of Your Dark Side.]
