This link has been bookmarked by 43 people . It was first bookmarked on 16 Oct 2014, by Tim Pettine.
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timo2724"At first, Sobel says, his students hated the quizzes. But he was shocked when he realized that by the end of the semester, his students were writing answers to his questions that were comparable to those of his upper division students. “That had never happened before,” Sobel said. “And so the only thing that can explain that, the only thing that varied in there, was the testing structure."
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27 Nov 14
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Studying With Quizzes Helps Make Sure the Material Sticks
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“The actual act of retrieving the information over and over, that’s what makes it retrievable when you need it.”
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“The issue with learning is, no one ever sits down and teaches you how to study.”
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20 Oct 14
Robin RetzlerStudying With Quizzes Helps Make Sure the Material Sticks | MindShift
October 20, 2014 at 07:49AM
http://blogs.kqed.org/mindshift/2014/10/studying-with-quizzes-helps-make-sure-the-material-sticks/
Studying With Quizzes Helps Make Sure the Material... -
19 Oct 14
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17 Oct 14
jmattison1066"Struggle Means Learning: Difference in Eastern and Western Cultures"
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SSAT (The Schools Network)Why the 'testing effect' and 'retrieval practice' help learning material stick @MindShiftKQED http://t.co/iMVnomoLnD #SSATRS
— SSAT (@ssat) October 17, 2014 -
16 Oct 14
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Malcolm WilsonRT @flourishingkids: Studying With Quizzes Helps Make Sure the Material Sticks | MindShift http://t.co/tkmh6pOe1Z via @MindShiftKQED
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sked each group to try to memorize 60 pictures. The first group just studied the pictures for 20 minutes. The second studied them for most of that time, but was asked to recall the pictures once during the session. But Roediger tested the third group on the pictures three times over the 20 minutes.
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350 BCE, Aristotle wrote that “exercise in repeatedly recalling a thing strengthens the memory.”
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"It’s not just that many students are never taught how to study. It’s also that many classes, especially in higher education, are set up to encourage bad study habits.
Andrew Sobel is a professor of international studies at Washington University in St. Louis. He used to teach a freshman introduction to political science class. He structured it in the traditional way, with daily lectures, a midterm exam and a final.
Then he heard Roddy Roediger give a presentation on the testing effect, and Sobel realized that his students were studying in exactly the wrong way, by rereading their notes the night before his two exams.
A vastly better model, Sobel thought, would be one where he essentially forced his students to retrieve knowledge over and over again throughout the course.
So, every semester, instead of two exams, he started giving his students nine quizzes. All these little tests would count for a grade, but they would also, Sobel hoped, be a tool for learning."study formative_assessment assessment pedagogy learning Educational_Technology X10_14_Research_Report_17
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