Most people don\u2019t enjoy taking tests. Tests mean stress, late nights, and coffee \u2013 lots and lots of coffee.\u00a0 However, not all tests have to be bad. What if, in fact, some tests were helpful?<\/p>\n
Testing, when used as a study method, benefits later retention \u2013 a phenomenon known as the testing effect (Roediger & Karpicke, 2006). In other words, students who take tests, rather than simply rereading their notes, while studying tend to do better on their actual exams (Roediger & Karpicke, 2006).<\/p>\n
So what does this mean? Instead of merely rereading your notes or textbook, try taking some practice tests. Look for tests that offer immediate feedback, as immediate feedback provides even greater benefits in terms of performance on later assessments (Roediger & Butler, 2013).\u00a0 It doesn\u2019t matter if you find a short answer or multiple-choice practice test; as long as you answer questions and receive feedback, you will be studying and absorbing the material more effectively than if you were just rereading (Smith & Karpicke, 2013). Search the textbook and its website. You\u2019re bound to find something!\u00a0<\/p>\n
This technique of answering questions before a test might seem tedious or unhelpful at first; however, students typically learn more than they think. After rereading your notes, you may feel very prepared for your exam, but students who simply reread often preform worse than they expect; in contrast, those who take practice tests tend to preform better than they anticipate (Agarwal, Karpicke, Kang, Roediger, & McDermott, 2008).<\/p>\n
Okay, so taking a practice test really is beneficial. But what happens if you can\u2019t find any questions? Well, you can try making your own. Weinstein, McDermott, and Roediger (2010) found that generating questions has the same benefit as taking a test; so, if you can\u2019t find a practice exam, create one!<\/p>\n
Just test yourself! Any kind of self-testing is beneficial, whether it be with multiple-choice, short-answer, or even extended answer questions. Make sure you receive feedback and stay on task. Happy studying!<\/p>\n
<\/p>\n
References:<\/p>\n
Agarwal, P. K., Karpicke, J. D.,\u00a0 Kang, S. H., Roediger, H. L., & McDermott, K. B.(2008). Examining the Testing Effect with Open- and\u00a0Closed Book Tests. Applied\u00a0<\/i>Cognitive Psychology,<\/i> 22, 861-876.<\/p>\n
Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning. Psychological\u00a0<\/i>Science<\/i>, 17(3), 249-255.<\/p>\n
Roediger, H.L., & Butler, A. C. (2013). Retrieval Practice (Testing) Effect. 660-661.<\/p>\n
Smith, Megan A., & Karpicke, Jeffrey D. (2013). Retrieval practice with short-answer,\u00a0multiple-choice, and hybrid tests. Memory.\u00a0<\/i>Http:\/\/dx.doi.org\/10.1080\/09658211.2013.831454<\/p>\n
Weinstein, Y., McDermott, K. B., & Roediger, H. L. (2010). A Comparison of Study\u00a0Strategies for Passages: Rereading, Answering Questions, and Generating\u00a0Questions. Journal of Experimental Psychology: Applied,<\/i> 16(3), 308-316.<\/p>\n","protected":false},"excerpt":{"rendered":"
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