Using Testing as a Learning Tool

Brenda W Yang, Juan Razo, Adam M Persky, Brenda W Yang, Juan Razo, Adam M Persky

Abstract

Objective. The purpose of this review is to discuss some principles from cognitive psychology regarding the benefits of testing and translate those findings into practical applications for instruction and studying. Findings. Testing or retrieval practice is superior to re-study for promoting long-term retention. The benefits of testing can be see with open-ended responses (eg, cued or free recall) and multiple choice questions. The use of multiple-choice questions during testing may have an additional benefit as it may stabilize information that is stored in memory but temporarily inaccessible due to disuse (eg, marginal knowledge). Summary. Testing can have multiple learning benefits. We emphasize that incorporating opportunities for retrieval after teaching is an essential component of lasting learning. In addition, retrieval practice can be incorporated in all aspects of instruction.

Keywords: formative assessment; multiple-choice questions; retrieval; summative assessment; testing effect.

© 2019 American Association of Colleges of Pharmacy.

Figures

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Figure 1.
A Review of Memory Formation, Highlighting Major Elements of Modern Models of Memory

Source: PubMed

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