Rethinking the use of tests

Rethinking the use of tests
Olusola O. Adesope and colleagues conducted a meta-analysis to summarize the learning benefits of taking a practice test versus other forms of non-testing learning conditions, such as re-studying, practice, filler activities, or no presentation of the material.

Results from 272 independent effects from 188 separate experiments demonstrated that the use of practice tests is associated with a moderate, statistically significant weighted mean effect size compared to re-studying (+0.51) and a much larger weighted mean effect size (+ 0.93) when compared to filler or no activities.

In addition, the format, number, and frequency of practice tests make a difference for the learning benefits on a final test. Practice tests with a multiple-choice option have a larger weighted mean effect size (+0.70) than short-answer tests (+0.48). A single practice test prior to the final test is more effective than when students take several practice tests. However, the timing should be carefully considered. A gap of less than a day between the practice and final tests showed a smaller weighted effect size than when there is a gap of one to six days (+0.56 and + 0.82, respectively).  

Johns Hopkins University 

Research in Brief

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