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shared by Troy Patterson on 27 Jun 11 - No Cached

shared by Troy Patterson on 20 Dec 14 - No Cached

One of the interesting things about the mind is that even though we all have one, we don't have perfect insight into how to get the best from it.
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Karpicke and Roediger asked students to prepare for a test in various ways, and compared their success
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On the final exam differences between the groups were dramatic. While dropping items from study didn’t have much of an effect, the people who dropped items from testing performed relatively poorly: they could only remember about 35% of the word pairs, compared to 80% for people who kept testing items after they had learnt them.
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dropping items entirely from your revision, which is the advice given by many study guides, is wrong. You can stop studying them if you've learnt them, but you should keep testing what you've learnt if you want to remember them at the time of the final exam.
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the researchers had the neat idea of asking their participants how well they would remember what they had learnt. All groups guessed at about 50%. This was a large overestimate for those who dropped items from test (and an underestimate from those who kept testing learnt items).
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But the evidence has a moral for teachers as well: there's more to testing than finding out what students know – tests can also help us remember.
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