As our understanding of cognitive science has grown over recent years, so has its application in the classroom.
One example of this is how the “testing effect” has influenced classroom practice. In 2007, US researcher Mark McDaniel and colleagues found that “taking a test on studied material promotes subsequent learning and retention of that material on a final test”.
In other words, the more tests you do before an exam, the better.
In the years that have followed, we’ve seen low-stakes testing increasingly being used in classrooms across the country. This shift in practice has given students the opportunity to apply their knowledge, develop their long-term memory and become better learners as a result.
However, after two years of teacher-assessed grades (TAGs), I’ve noticed an issue with this practice: I have seen students in all year groups convinced that every single test or quiz will have a monumental impact on their final outcomes.
This problem is further exacerbated by the incessant talk of catch-up. Students feel behind on their studies, despite working constantly this academic year, and are losing faith in the process of quizzing and low-stakes assessment.
So, what can we do about it?
Restore trust in the low-stakes testing
It’s time to go back to basics: explain the benefits of regular quizzing to students, show them the evidence that supports this, and restore their trust in the process.
An hour-long lesson now on understanding the science behind the process could pay dividends in the future, and help to reduce any fears about assessments.
Set clear expectations for quizzing, explaining how students should answer the questions and what they should do with their quizzes once they have completed them.
More on teaching and learning:
Take the time to retrain students in effective self-assessment and ensure they know what they should do with the outcome - whether they keep it to themselves or share with you. This will all help to reduce cognitive load as well as test anxiety.
Think about the purpose
When there is an expectation that a student shares their score, this raises the stakes and comes with a sense of judgement. It does, however, help us as teachers. Knowing how a student has performed can guide our planning and how we scaffold a concept and for whom.
Think about using a mix of approaches, and train the students to be self-reflective and take ownership of their own results. Ask yourself the following questions:
- Which quizzes or tests do you really need to know the outcomes for?
- Which quizzes can students’ self-assess and take ownership over?
Can you use a structured “quiz wrapper”, which asks students to reflect on their preparation, confidence and areas for development moving forward?
Praise
Praise and its link to self-motivation are an intrinsic part of effective testing in the classroom. We know from research published by John Hattie and others in 2007 that, in general, praise in classrooms can be quite low. Harnessing its potential and increasing its frequency are low hanging fruit.
How is praise best delivered?
In 2010, Australian researchers Paul Burnett and Valerie Mandel found that praise is most effective when students are praised for specific achievements and behaviours, praised for effort and praised quietly and individually.
They also found that while non-specific, general praise is popular with teachers, it’s often ineffective. Similarly, they concluded that when we praise the individual characteristics of the students, but not their performance in a task, this is “rarely converted into increased engagement, commitment to learning, enhanced self-perceptions or deeper understanding about the task”.
Parental support
We know how important parents are in education, and in 2018 the Education Endowment Foundation concluded that “parents play a crucial role in supporting their children’s learning, and levels of parental engagement are consistently associated with better academic outcomes”.
As well as our students feeling the ramifications of TAGs and catch-up, parents are understandably left worried about the impact on their children and their futures. Are they behind? Can they do X well enough? The list is endless.
Investing in parental engagement and support can really help to shift the culture and perception of testing.
There are a few things you could do in this area:
- Over-communicate what you are doing with testing.
- As with students, go back to basics and explain the benefits of regular quizzing.
- Encourage a shared language around quizzes and tests, moving away from “how did you do?” (outcome-focused) to “how did you find the quiz?” (process-focused). This provides the opportunity for a more reflective dialogue.
- Offer support where needed to enable positive dialogue and preparation for quizzing at home.
Louise Lewis is senior research lead and evidence lead in education at Beverley High School, East Yorkshire
