Cognitive Psychology and Low-Stakes Testing without Guarantees

Autor/in	Dennis, Nick
Titel	Cognitive Psychology and Low-Stakes Testing without Guarantees
Quelle	In: Teaching History, (2016) 164, S.22-28 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0610
Schlagwörter	Cognitive Psychology; Recall (Psychology); Educational Change; Essays; Tests; History Instruction; Teaching Methods; Taxonomy; Transfer of Training; Test Items; Scores; Interviews; Student Attitudes; Secondary School Students; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kognitive Psychologie; Abberufung; Bildungsreform; Essay; Aufsatzunterricht; Examination; Prüfung; Examen; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Taxonomie; Training; Transfer; Ausbildung; Test content; Testaufgabe; Interviewing; Interviewtechnik; Schülerverhalten; Sekundarschüler; Ausland
Abstract	The emphasis on the power of secure substantive knowledge reflected in recent curriculum reforms has prompted considerable interest in strategies to help students retain and deploy such knowledge effectively. One strategy that has been strongly endorsed by some cognitive psychologists is regular testing; an idea that Nick Dennis set out to test for himself. While he found, as others have done, that students' performance in low-stakes tests and their use of substantive knowledge in explanatory essays certainly improved as they undertook regular "quizzes", he also discovered that securing knowledge in one format does not "necessarily" ensure that it will be used effectively in another. His conversations with the students involved also alerted him to the need to consider both the ways in which tests of this kind are perceived by the students and how he could actively support his students in developing and storing knowledge in ways that made it both accessible and meaningful to them. By looking back to periods in which scholars were much more reliant on effective recall, Dennis reminds teachers both of the power of the visual and of the need to think very deliberately about creating coherent structures in which new knowledge can be effectively located. (As Provided).
Anmerkungen	Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01