Abstract

Laboratory studies show that taking a test on studied material promotes subsequent learning
and retention of that material on a final test (termed the testing effect). Educational research
has virtually ignored testing as a technique to improve classroom learning. We investigated
the testing effect in a college course. Students took weekly quizzes followed by multiple
choice criterial tests (unit tests and a cumulative final). Weekly quizzes included multiple
choice or short answer questions, after which feedback was provided. As an exposure control,
in some weeks students were presented target material for additional reading. Quizzing, but
not additional reading, improved performance on the criterial tests relative to material not
targeted by quizzes. Further, short answer quizzes produced more robust benefits than
multiple choice quizzes. This pattern converges with laboratory findings showing that recall
tests are more beneficial than recognition tests for subsequent memory performance. We
conclude that in the classroom testing can be used to promote learning, not just to evaluate
learning.

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http://www.tandfonline.com/doi/abs/10.108
0/09541440701326154

I. Introduction
The past ten years have seen a number of developments in the exam production and
evaluation process. Although the specialist testing literature has burgeoned in this decade,
information about recent developments and issues is often slow to filter down to the
classroom level. This PCI workshop provides an opportunity for teachers and administrators
to explore and evaluate aspects of the testing process and discuss current issues.

"Creating Effective Classroom Tests" focuses on the principles of test design, construction,
administration and analysis that underpin good testing practice, but this manual presupposes
no prior knowledge of testing or statistics. Participants will be provided with the essential
theoretical and practical background that they need to construct and analyze their own tests or
to evaluate other tests.
In the first part of this manual, basic testing techniques will be covered in a brief presentation
immediately followed by practice in small groups. Participants will receive a "kit" of
materials which they will actively explore during the workshop and later take away to guide
them when they apply their new skills.

In addition to becoming familiar with standard approaches to classroom testing, participants

will be introduced to alternative forms of assessment such as self-assessment, portfolio
writing, and student-designed tests.

The authors believe in learning through doing. A key activity in the training session is
reviewing and critiquing tests that exemplify good and bad testing practices. Through this
activity, participants will acquire the useful skill of fixing bad test items and salvaging the
best aspects of a test. Experience has shown that teachers value something that they can put
into practice, something that immediately enhances their skills. We hope that readers will
gain a heightened awareness of current testing issues and the means to put them into practice
by creating effective classroom tests.

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