e-CAL - e-Coaching et Apprentissage des Langues

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e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334 Choreographed testing When you test your memory (casa = ?) you’re not just assessing how well you’ve learned something. Provided that you pass the test, you’re giving another boost to your memory. Regular tests are an extremely powerful means of reinforcing learning and Memrise takes full advantage of this by presenting frequent tests on the information you’ve learned. Even when you think you know something and can confidently recall it, tests are beneficial. The first demonstrations of the power of testing go back almost a century but had little impact on educational practice. Indeed as recently as 1989 the testing effect was described as “not gone but nearly forgotten” by one researcher. The person most responsible for current wider appreciation of the benefits of testing is Roddy Roediger from Washington University in St Louis, USA, who in a long series of both laboratory and classroom studies has demonstrated that tests (casa = ?) boost memory far more than simply re-studying the material (casa = house) for the same amount of time. Indeed this research shows that re-studying is often virtually ineffective. A recent major project undertaken by Roediger and his colleagues demonstrated that tests, in the form of brief quizzes, boosted learning of scientific concepts and principles for 8 th grade students in a classroom context. As a result of these tests, students scored higher in their school exams. Spending the same amount of time on reviewing the course material rather than being quizzed had no such beneficial effect. 50 One of the most striking things about the benefit of testing is that people are typically unaware of it. Research has found that people often believe they will benefit more from an opportunity to restudy or review some information than they will from being tested on it, despite the converse usually being the case. Why is testing so beneficial for memory? Despite the huge amount of research on this question, there is no agreed answer, and indeed there may be several explanatory factors which are not mutually exclusive. One way to think about testing as a learning event is from the perspective of what Robert Bjork calls ‘desirable difficulty’, the principle that factors that make learning harder are often paradoxically beneficial for long-term retention. Recalling an answer in a test is often effortful, and it may be that this effort is necessary and desirable to strengthen what has been learned. Consistent with this idea, evidence suggests that greater benefits accrue from harder tests, for instance from a recall test with no clues as to the answer (casa = ?) compared with a recall test with part of the answer supplied (casa = h___?). Another possible explanation is that repeated tests enable the key information to become separated from any specific contexts and instead to be associated with a wider range of retrieval cues. Jeffrey Karpicke and his colleagues have recently provided strong support for this idea. Memrise adds another element to the mix, which is to vary the ways in which your memory is tested. Thus on one occasion you may be asked simply to recall an answer (casa = ?) whereas on another occasion you may have to pick the correct answer from 4 alternatives. This variation serves to keep your learning interesting, but probably also boosts the benefits compared to using just a single type of test. Laboratory research documenting this possibility is rather limited, however. Scheduled reminders Memories fade over time so it’s crucial to schedule regular reminders. These could be in the form of simple reviews (‘aburrido’ means ‘boring’) but even better is if they comprise tests. What is the optimal scheduling of these reminders? Research suggests that reminders are most effective when they occur just before a memory fades completely and that successive reminders should be separated by longer and longer intervals. Another reason why tests may boost memory beyond what can be achieved by restudying is that errors can be made on tests. Provided that feedback in the form of the correct answer is immediately provided, the commission of errors is not unduly harmful and may indeed promote
e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334 effective learning. Resources http://www.memrise.com/science/ Assessment *of the solution found in the thematic area Process Clarity: To what extent the outcomes are systematically worked through, coherent and clearly 4 developed? Credibility: To what extent the methodological approaches are plausible and justified? 5 Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 3 aspect regarding eCAL? n.a. 3.3.Thematic Area Communication 51 n.a. 3.4.Thematic Area Resources
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