More than a score, testing translates into productive learning
“Do we really need to have all of these quizzes?”
When designing e-learning programs, clients often question the need for so many integrated quizzes, exercises, and self-checks. Many learners have an instinctive negative reaction to the idea of being tested, often associating quizzes with evaluation rather than learning.
A growing body of research suggests that retrieval practice, including self-check questions and scored quizzes embedded within learning experiences, can substantially improve long-term retention. Studies have found that learners who regularly retrieve information remember significantly more over time than those who rely solely on additional study or review.(1) What’s more, this research indicates that retrieval practice does more than simply improve “recall.” The act of reconstructing this knowledge enhances learning and later retention- a phenomenon known as “test-enhanced learning” (2).
In the context of e-learning, we see these findings reflected in practice. Learner feedback, assessment results, and client observations consistently suggest that thoughtfully designed self-checks and quizzes contribute to stronger comprehension, greater confidence, and more successful application of learning on the job. Through both test results as well as user testimony, we know that the number and kind of self-checks and quizzes that we integrate into any learning program (along with other techniques for enhancing retention) translate into better comprehension and more successful recall when learning is called into practice.
We carefully design opportunities for knowledge checking, considering question format, level of challenge, feedback, and remediation to support learning rather than simply measure it. Given the reticence towards test-taking, it’s important to use quizzes and exercises judiciously – giving the learner the option to test as needed without feeling either thwarted by a constant barrage of questions or interrupted in learning.
Although few learners are likely to welcome another quiz with enthusiasm, the evidence supporting retrieval practice is difficult to ignore. Well-designed self-checks and assessments are more than measurement tools. They are learning tools in their own right. When incorporated thoughtfully, retrieval practice helps make learning more meaningful, memorable, and measurable, which is why it remains an essential component of effective e-learning design.
References
Karpicke, Jeffrey D., and Janell R. Blunt. "Retrieval practice produces more learning than elaborative studying with concept mapping." Science 331.6018 (2011): 772-775.
Roediger, Henry L., and Jeffrey D. Karpicke. "Test-enhanced learning taking memory tests improves long-term retention." Psychological science 17.3 (2006): 249-255.
