{"id":5231,"date":"2011-01-22T23:19:41","date_gmt":"2011-01-23T07:19:41","guid":{"rendered":"http:\/\/www.horace.org\/blog\/?p=5231"},"modified":"2011-01-22T23:19:41","modified_gmt":"2011-01-23T07:19:41","slug":"to-really-learn-quit-studying-and-take-a-test","status":"publish","type":"post","link":"https:\/\/www.horace.org\/blog\/2011\/01\/22\/to-really-learn-quit-studying-and-take-a-test\/","title":{"rendered":"To Really Learn, Quit Studying and Take a Test"},"content":{"rendered":"

\nThat’s why the most effective way to learn is taking a course with the home work assignments and exams that force you to learn.\n<\/p><\/blockquote>\n

By Pam, Belluck, New York Times, January 20, 2011<\/p>\n

Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.<\/p>\n

The research, published online Thursday in the journal Science, found that students who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods.<\/p>\n

One of those methods \u2014 repeatedly studying the material \u2014 is familiar to legions of students who cram before exams. The other \u2014 having students draw detailed diagrams documenting what they are learning \u2014 is prized by many teachers because it forces students to make connections among facts.<\/p>\n

These other methods not only are popular, the researchers reported; they also seem to give students the illusion that they know material better than they do.<\/p>\n

In the experiments, the students were asked to predict how much they would remember a week after using one of the methods to learn the material. Those who took the test after reading the passage predicted they would remember less than the other students predicted \u2014 but the results were just the opposite.<\/p>\n

\u201cI think that learning is all about retrieving, all about reconstructing our knowledge,\u201d said the lead author, Jeffrey Karpicke, an assistant professor of psychology at Purdue University. \u201cI think that we\u2019re tapping into something fundamental about how the mind works when we talk about retrieval.\u201d<\/p>\n

Several cognitive scientists and education experts said the results were striking.<\/p>\n

The students who took the recall tests may \u201crecognize some gaps in their knowledge,\u201d said Marcia Linn, an education professor at the University of California, Berkeley, \u201cand they might revisit the ideas in the back of their mind or the front of their mind.\u201d<\/p>\n

When they are later asked what they have learned, she went on, they can more easily \u201cretrieve it and organize the knowledge that they have in a way that makes sense to them.\u201d<\/p>\n

The researchers engaged 200 college students in two experiments, assigning them to read several paragraphs about a scientific subject \u2014 how the digestive system works, for example, or the different types of vertebrate muscle tissue.<\/p>\n

In the first experiment, the students were divided into four groups. One did nothing more than read the text for five minutes. Another studied the passage in four consecutive five-minute sessions.<\/p>\n

A third group engaged in \u201cconcept mapping,\u201d in which, with the passage in front of them, they arranged information from the passage into a kind of diagram, writing details and ideas in hand-drawn bubbles and linking the bubbles in an organized way.<\/p>\n

The final group took a \u201cretrieval practice\u201d test. Without the passage in front of them, they wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test.<\/p>\n

A week later all four groups were given a short-answer test that assessed their ability to recall facts and draw logical conclusions based on the facts.<\/p>\n

The second experiment focused only on concept mapping and retrieval practice testing, with each student doing an exercise using each method. In this initial phase, researchers reported, students who made diagrams while consulting the passage included more detail than students asked to recall what they had just read in an essay.<\/p>\n

But when they were evaluated a week later, the students in the testing group did much better than the concept mappers. They even did better when they were evaluated not with a short-answer test but with a test requiring them to draw a concept map from memory.<\/p>\n

Why retrieval testing helps is still unknown. Perhaps it is because by remembering information we are organizing it and creating cues and connections that our brains later recognize.<\/p>\n

\u201cWhen you\u2019re retrieving something out of a computer\u2019s memory, you don\u2019t change anything \u2014 it\u2019s simple playback,\u201d said Robert Bjork, a psychologist at the University of California, Los Angeles, who was not involved with the study.<\/p>\n

But \u201cwhen we use our memories by retrieving things, we change our access\u201d to that information, Dr. Bjork said. \u201cWhat we recall becomes more recallable in the future. In a sense you are practicing what you are going to need to do later.\u201d<\/p>\n

It may also be that the struggle involved in recalling something helps reinforce it in our brains.<\/p>\n

Maybe that is also why students who took retrieval practice tests were less confident about how they would perform a week later.<\/p>\n

\u201cThe struggle helps you learn, but it makes you feel like you\u2019re not learning,\u201d said Nate Kornell, a psychologist at Williams College. \u201cYou feel like: \u2018I don\u2019t know it that well. This is hard and I\u2019m having trouble coming up with this information.\u2019 \u201d<\/p>\n

By contrast, he said, when rereading texts and possibly even drawing diagrams, \u201cyou say: \u2018Oh, this is easier. I read this already.\u2019 \u201d<\/p>\n

The Purdue study supports findings of a recent spate of research showing learning benefits from testing, including benefits when students get questions wrong. But by comparing testing with other methods, the study goes further.<\/p>\n

\u201cIt really bumps it up a level of importance by contrasting it with concept mapping, which many educators think of as sort of the gold standard,\u201d said Daniel Willingham, a psychology professor at the University of Virginia. Although \u201cit\u2019s not totally obvious that this is shovel-ready \u2014 put it in the classroom and it\u2019s good to go \u2014 for educators this ought to be a big deal.\u201d<\/p>\n

Howard Gardner, an education professor at Harvard who advocates constructivism \u2014 the idea that children should discover their own approach to learning, emphasizing reasoning over memorization \u2014 said in an e-mail that the results \u201cthrow down the gauntlet to those progressive educators, myself included.\u201d<\/p>\n

\u201cEducators who embrace seemingly more active approaches, like concept mapping,\u201d he continued, \u201care challenged to devise outcome measures that can demonstrate the superiority of such constructivist approaches.\u201d<\/p>\n

Testing, of course, is a highly charged issue in education, drawing criticism that too much promotes rote learning, swallows valuable time for learning new things and causes excessive student anxiety.<\/p>\n

\u201cMore testing isn\u2019t necessarily better,\u201d said Dr. Linn, who said her work with California school districts had found that asking students to explain what they did in a science experiment rather than having them simply conduct the hands-on experiment \u2014 a version of retrieval practice testing \u2014 was beneficial. \u201cSome tests are just not learning opportunities. We need a different kind of testing than we currently have.\u201d<\/p>\n

Dr. Kornell said that \u201ceven though in the short term it may seem like a waste of time,\u201d retrieval practice appears to \u201cmake things stick in a way that may not be used in the classroom.<\/p>\n

\u201cIt\u2019s going to last for the rest of their schooling, and potentially for the rest of their lives.\u201d <\/p>\n","protected":false},"excerpt":{"rendered":"

That’s why the most effective way to learn is taking a course with the home work assignments and exams that force you to learn. By Pam, Belluck, New York Times, January 20, 2011 Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps … Continue reading To Really Learn, Quit Studying and Take a Test<\/span> →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"lc_iscn_info":[],"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[15],"tags":[524,394],"class_list":["post-5231","post","type-post","status-publish","format-standard","hentry","category-_newsclips","tag-learning","tag-exam"],"yoast_head":"\nTo Really Learn, Quit Studying and Take a Test - \u54f2\u5b50\u6232 Philosophist\u2019s Camp<\/title>\n<meta name=\"description\" content=\"That's why the most effective way to learn is taking a course with the home work assignments and exams that force you to learn. 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Force to sit quietly inside a classroom is bad, force to play a boring game\u2026","rel":"","context":"In "News Clips"","block_context":{"text":"News Clips","link":"https:\/\/www.horace.org\/blog\/category\/_reference\/_newsclips\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3241,"url":"https:\/\/www.horace.org\/blog\/2009\/07\/19\/encouraging-competitiveness\/","url_meta":{"origin":5231,"position":2},"title":"Encouraging competitiveness","author":"hevangel","date":"July 19, 2009","format":false,"excerpt":"Competition is good, but too much competition is bad, which actually lower the performance. Can we apply the result of this research to question some fundamental assumption in market economy theory? Psyched out Jul 9th 2009 - The Economist The fewer the competitors, the harder they try WHAT relationship there\u2026","rel":"","context":"In "News Clips"","block_context":{"text":"News Clips","link":"https:\/\/www.horace.org\/blog\/category\/_reference\/_newsclips\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":4021,"url":"https:\/\/www.horace.org\/blog\/2010\/02\/01\/the-engineering-gap\/","url_meta":{"origin":5231,"position":3},"title":"The engineering gap","author":"hevangel","date":"February 1, 2010","format":false,"excerpt":"My experience agrees with the articles that many Indian engineers are not as good as they claim to be. But I don't think a new standardize test will solve the problem. The test only would work until some PREP school cracked the marking scheme and training loads of high marks\u2026","rel":"","context":"In "News Clips"","block_context":{"text":"News Clips","link":"https:\/\/www.horace.org\/blog\/category\/_reference\/_newsclips\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":5249,"url":"https:\/\/www.horace.org\/blog\/2011\/02\/02\/which-mba-think-twice\/","url_meta":{"origin":5231,"position":4},"title":"Which MBA? Think twice","author":"hevangel","date":"February 2, 2011","format":false,"excerpt":"According to Economist, studying MBA is not a good investment. So I should be glad that MBA school rejected my application. 2 Feb 2011, Economist Set your heart on an MBA? Philip Delves Broughton suggests a radical alternative: don\u2019t bother Business schools have long sold the promise that, like an\u2026","rel":"","context":"In "News Clips"","block_context":{"text":"News Clips","link":"https:\/\/www.horace.org\/blog\/category\/_reference\/_newsclips\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3744,"url":"https:\/\/www.horace.org\/blog\/2009\/11\/06\/can-high-school-grades-be-trusted\/","url_meta":{"origin":5231,"position":5},"title":"Can high school grades be trusted?","author":"hevangel","date":"November 6, 2009","format":false,"excerpt":"Credit shopping is nothing new. I did it when I was in high school many many years ago. I took my English OAC in a public school in summer because the English teacher in my school is really though. Buying the credit without studying is a bit too much, but\u2026","rel":"","context":"In "News Clips"","block_context":{"text":"News Clips","link":"https:\/\/www.horace.org\/blog\/category\/_reference\/_newsclips\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":false,"amp_enabled":true,"_links":{"self":[{"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/posts\/5231","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/comments?post=5231"}],"version-history":[{"count":2,"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/posts\/5231\/revisions"}],"predecessor-version":[{"id":5233,"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/posts\/5231\/revisions\/5233"}],"wp:attachment":[{"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/media?parent=5231"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/categories?post=5231"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.horace.org\/blog\/wp-json\/wp\/v2\/tags?post=5231"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}