Taming the Test
By Lew Ludwig (Editor-in-Chief), Denison University
I usually give three to four tests during the semester, and I was puzzled why the first test always had the lowest average test score. After all, this should have been the �easier� material. After some reflection, I found that students were not accustomed to taking my tests.
Often, they were not aware of the format; I frequently use true/false questions that require a short argument. They were also not accustomed to the pace; like most college classes, in 14 weeks, we cover what most high school courses cover in 36 weeks.
To overcome this learning curve, I use an exercise I call �Test Tuesday� to encourage student success on tests in my classes. Every Tuesday when students arrive in class, I give them three or four questions from an old test and 10 minutes to complete so that they become familiar with the test format of my class in a low stakes environment. After the ten minutes are up, students share their work with a neighbor and I circulate to listen to these discussions. After about five minutes of paired discussion, we consider the questions as a class, focusing on the questions that caused the most difficulty.
The entire �Test Tuesday� process only takes about 20 minutes of class time. Even though the actual test questions are different than the �Test Tuesday� questions, I noticed that the average score on the first test increased by half a letter grade since enacting this exercise. Students speak highly of this activity on course evaluations as it gives them formative feedback in a supportive, low stakes environment. Moreover, recent research shows that a good way to retain information is to be tested on the material frequently. Not surprisingly, I have seen a small uptick in cumulative final exam grades since employing the �Test Tuesday� technique.
Related Links
Roediger, H. L., III, & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181�210.
I usually give three to four tests during the semester, and I was puzzled why the first test always had the lowest average test score. After all, this should have been the �easier� material. After some reflection, I found that students were not accustomed to taking my tests.
Often, they were not aware of the format; I frequently use true/false questions that require a short argument. They were also not accustomed to the pace; like most college classes, in 14 weeks, we cover what most high school courses cover in 36 weeks.
To overcome this learning curve, I use an exercise I call �Test Tuesday� to encourage student success on tests in my classes. Every Tuesday when students arrive in class, I give them three or four questions from an old test and 10 minutes to complete so that they become familiar with the test format of my class in a low stakes environment. After the ten minutes are up, students share their work with a neighbor and I circulate to listen to these discussions. After about five minutes of paired discussion, we consider the questions as a class, focusing on the questions that caused the most difficulty.
The entire �Test Tuesday� process only takes about 20 minutes of class time. Even though the actual test questions are different than the �Test Tuesday� questions, I noticed that the average score on the first test increased by half a letter grade since enacting this exercise. Students speak highly of this activity on course evaluations as it gives them formative feedback in a supportive, low stakes environment. Moreover, recent research shows that a good way to retain information is to be tested on the material frequently. Not surprisingly, I have seen a small uptick in cumulative final exam grades since employing the �Test Tuesday� technique.
Related Links
Roediger, H. L., III, & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181�210.
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