Almost a year later, research published in Science further supported this idea. Not that I needed the support . . . my own experience over several years has confirmed for me that it works. In fact, it works VERY well in enhancing student learning. But as a scientist, a variety of independent confirmations of a topic is appreciated.
Of course, the concept of frequent, online formative testing (as opposed to summative testing) is not at all new. But like a lot of breakthroughs in teaching and learning, it hasn't caught on with many professors "out in the trenches" yet. But it's really worth taking a look at.
First, check out my article from 2009 to get an idea of what I'm talking about.
Teaching as TestingThen check out the seminar that I gave on this topic a few years ago.
Kevin Patton
The Electronic Professor. 27 Feb 2009.
[Article outlining my use of online, randomized formative tests in teaching A&P.]
my-ap.us/p3rM6B
Seminar: Testing as Teaching
Kevin Patton
The A&P Professor. Accessed Jan 2012.
[Narrated presentation outlining a method to produce randomzed formative tests for A&P.]
my-ap.us/qtAclX
After that, take a look at the research published in Science a year ago.
To Really Learn, Quit Studying and Take a Test
Pam Belluck
The New York Times. 20 January 2011.
[Brief summary of the research, including a graph of the results.]
my-ap.us/yP6jZ0
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
J.D. Karpicke, J. R. Blunt
Science. Published Online January 20 2011. DOI: 10.1126/science.1199327
[Original research mentioned above.]
my-ap.us/yTr2b7
. After examining diverse "master teachers," the author (
) lists some of the characteristics most often seen in such individuals. One of them is that master teachers do not fret much about cheating in their courses. Instead, they seem to focus more on developing a culture in each learning community that naturally discourages dishonesty by building trust and integrity.