Assigning better Assessments 

A study done in 2023 by Dillon Murphy, Jerry Little and Elizabeth Bjork found that testing people’s knowledge in the form of quizzes, games and any low-stakes that require engagement on a high level, are all beneficial to retain information.

Learning in a classroom is not an activity that happens in a vacuum. It involves a number of processes including the acquisition of knowledge and retention and application of the knowledge gained. The learning process is only successful if it results in long-term gains like comprehension and the ability to recall facts, and to apply it in other scenarios.

Learners are mostly assessed using two types of assessments: summative and formative. Traditionally, summative assessments are formal assessments used to evaluate learning outcomes at the end of a unit. These assessments help teachers judge learners’ performance and retention of a specific set of facts. The study found that summative assessments do not always give feedback regarding the levels of understanding of a topic or the ability of the learner to later apply the knowledge in other situations.

It is therefore advised that formative assessments, such as quizzes and shorter practice tests with lower stakes be used more often in the classroom than summative assessments. Not only do these assessments help learners to retain and understand the subject matter better, but they also reduce the stress and anxiety that are part-and-parcel of a formal assessment.

The secret is to mix it up with different types of questions like: match the columns, fill-in the answer, multiple choice, give the term for a definition, online quizzes, etc. Group testing or using games to test one’s knowledge are other examples of formative assessments that can be used in the classroom. 

The study also found that if learners practise testing each other, by designing their own questions and answers, their overall retention of knowledge increased. 

These assessment strategies can be incorporated into learners’ study strategies to ensure better results in summative assessments like formal tests and exams. 

Murphy, D.H., Little, J.L. & Bjork, E.L. The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment. Educ Psychol Rev 35, 89 (2023). https://doi.org/10.1007/s10648-023-09808-3