Capitalizing on the “Testing Effect” to Enhance Learning in Kinesiology Classes
Track
Research Project / Learning Theories and Pedagogy
Abstract
The “testing effect” refers to the finding that learning is enhanced when learners actively attempt to recall information. That is, tests can do more than simply assess learning; they can strengthen learning by prompting us to retrieve information. Dozens of studies by cognitive scientists have demonstrated that testing-based learning strategies promote greater retention than more commonly-used strategies such as reading/rereading to-be-learned information. These results have been demonstrated with individuals spanning from children to older adults and in environments ranging from controlled laboratory settings to classrooms. Despite its robust empirical support, the evidence indicates the testing effect remains underutilized in many educational settings and university students seem to be unaware of the benefits of testing as a learning strategy. The purposes of this presentation will be to provide an overview of the scientific literature pertaining to the testing effect and then to share the results of several recent studies in which the testing effect was demonstrated in a variety of university kinesiology courses.
Session Format
Presentation Session
Location
Room 1220 A
Recommended Citation
John Dobson, "Capitalizing on the “Testing Effect” to Enhance Learning in Kinesiology Classes" (March 26, 2015). SoTL Commons Conference. Paper 163. source:http://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/163
Capitalizing on the “Testing Effect” to Enhance Learning in Kinesiology Classes
Room 1220 A
The “testing effect” refers to the finding that learning is enhanced when learners actively attempt to recall information. That is, tests can do more than simply assess learning; they can strengthen learning by prompting us to retrieve information. Dozens of studies by cognitive scientists have demonstrated that testing-based learning strategies promote greater retention than more commonly-used strategies such as reading/rereading to-be-learned information. These results have been demonstrated with individuals spanning from children to older adults and in environments ranging from controlled laboratory settings to classrooms. Despite its robust empirical support, the evidence indicates the testing effect remains underutilized in many educational settings and university students seem to be unaware of the benefits of testing as a learning strategy. The purposes of this presentation will be to provide an overview of the scientific literature pertaining to the testing effect and then to share the results of several recent studies in which the testing effect was demonstrated in a variety of university kinesiology courses.
