Summary: Effects Of Test Taking On Retention Learning In Technology Education: A Meta-Analysis Reference: Haynie, W. (2007) Problem: Current methods of technology education instruction and assessment have tended to shift from traditional classroom tests to alternate formats and techniques. Administering classroom tests requires an expenditure of time and effort by students and instructors that might be more profitably spent elsewhere. Does the administration of classroom tests increase long-term retention of material (beyond short-term recall as a result of “cramming” for an exam)? Context: A meta-analysis was performed of eight studies conducted between 1990-2004. The basic format for each experiment was an initial instruction period for all groups, a test or no-test treatment, a three-week delay period, and a final unannounced delayed retention test. Each retention test included recall of facts, conceptual understanding, and application of learning to novel situations. The size of experimental and control groups ranged from 35 to 71 for each study. Findings: The combined data of the meta-analysis clearly demonstrated that in-class tests increase delayed retention learning. The act of preparing for the test was not the significant learning variable. In situations where students had been told a test would be given and prepared accordingly, but the test was in fact not administered, long-term retention was little better compared to students who were told no test would be given and therefore did not study for a test. Evidence suggests that the act of actually taking the test is critical for helping students shift facts and concepts into long-term memory. Additional findings of the study include the value of providing students with study questions to prepare for tests (questions that are alternate versions of what will actually appear on the test), and that retention is further improved if instructors review the graded tests with students in a subsequent class. Recommendations: As alternate methods of instruction and evaluation are introduced into the educational technology curriculum, traditional methods of evaluation involving in-class tests should not be disregarded. |