Do low-stakes tests actually improve learning in real-world classrooms?
A recent meta-analysis unveils the nuanced benefits of frequent low-stakes quizzes on student performance, providing clear insights for the classroom …
The testing effect
In this study (Sotola & Crede, 2020), researchers report a moderate positive correlation between regular low-stakes quizzes and improved academic outcomes.
The meta-analysis involved data collection from 52 independent studies, encompassing a total of 7,864 students.
In classes and situations where quiz scores contributed to final grades, this effect intensifies, demonstrating the quizzes’ potential as both teaching and assessment tools.
This approach – the ‘testing effect‘ – is the idea that retrieval practice through testing enhances memory retention more effectively than passive study methods. Also, quizzes that provide immediate feedback, allowing both students and teachers to check for understanding and adjust (adaptive teaching) learning strategies accordingly.
The result?
Teachers can help students foster deeper engagement with the material. The more teachers test (quiz) students, the better they perform and develop skills! And lessons without quizzes can be a disaster.
