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Self Testing Evaluation

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Critical Evaluation of Self-Testing Effectiveness as a Learning Tool for Final Exam
Olga Sidorova
The University of New England

Word count: 1,292 words Abstract
Testing-effect has been defined as a vital reinforcement technique of information retention. Self-testing has proven to be a powerful learning tool to practice retrieving learnt information prior to the final assessment. Quizzes, flashcards, and end of the text book chapter questions are part of the learning process that leads to better learning and long-term retention. The process of retrieving learnt information, observed during testing period, is what stimulates the retention of information. This essay examines three research papers on effectiveness of self-testing …show more content…
Putnam, Sungkhasettee, and Roediger (2016) have drawn on research in cognitive psychology and their own expertise as educators to provide suggestions for more effective learning strategies. Doing the end of the chapter quizzes prior to reading the chapter, asking yourself questions about the learnt material, flashcards, and using quizzes as a learning tool are all examples of self-testing that has been defined by Putnam et al. (2016). Self-testing has shown to be one of the best strategies to use in preparation for a test. Putnam et al. suggest using test or quizzes as a learning tool in preparation for the assessment rather than as an assessment of learnt material. Retrieval practice makes you practice recalling the information just as you would in the final exam. Roediger and Butler (2011) focus on the power of testing effect. Retrieving learnt information during test causes better retention than rereading the material or having no exposure to it at all. It will be argued that self-testing is the best approach in preparing for a multiple-choice examination in university …show more content…
They recruited a group of university students and a sample of 324 participants was chosen (72% female, 28% male). A 12 questions study habit survey was administered. One of the questions was to self-report a current grade point average (GPA) to analyse the effectiveness of the self-testing strategy. It was reported by 71% of students that self-testing was used as an evaluation tool of their progress. In addition, 27% of students reported that choosing quizzes as a learning tool resulted in better material retention than rereading. Almost all of high achieving students, with GPA > 3.6, reported using self-testing strategy. Further analysis of the results has showed a positive correlation between GPA and

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