Test-Enhanced Learning: The Potential for Testing to Promote Greater Learning in Undergraduate Science Courses

American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: [email protected]; Website: http://www.ascb.org

Y

12

Undergraduate Students; Testing Programs; Feedback (Response); Test Format; Rote Learning; Testing; Learning Experience; Science Education; Learning Motivation; Classroom Environment; Test Content; Research Opportunities; Curriculum Implementation

10.1187/cbe.14-11-0208

1931-7913

Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research.

As Provided

43

2016

EJ1096866