Using Testing as a Tool for Learning Testing is not simply used to ‘check’ the learner’s memory but to ‘strengthen’ it. Aim: -
All teachers fully understand the importance of testing, valuing it as an opportunity to practise retrieval of learning from the memory rather than simply viewing it as a ‘measure’ of learning.
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All teachers utilise low stake testing as a learning tool and organise varied testing milestones effectively within the learning journey to cause effortful retrieval which consolidates the learner’s memory and strengthens previous learning connections.
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All teachers appreciate that low stake testing provides opportunity for learners to demonstrate what they know and don’t know enabling the planning and deliverance of appropriate programmes of further study according to the learners’ needs.
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All teachers build a learning environment where testing is embraced rather than feared. Learners understand that low stake testing does not simply highlight a lack of knowledge or misconceptions but enables effortful recall of the concepts being studied making the learning stronger.
What are the benefits of frequent low stake testing? Longer Lasting Learning/More Versatile Application in Later Settings The carefully considered and varied forms of low stake testing avoid ‘momentary strength’ and cause underlying habit strength. When subsequent retrieval practice, through low stake testing, is planned and delivered at appropriate points within the learning journey, memories are more durable. This in turn causes knowledge to be retrieved more readily in more varied settings and applied to a wider variety of problems. Supports Individualised Teaching and Learning The frequent and varied forms of testing enable the teacher to uncover any knowledge gaps or misconceptions and adapt further teaching strategies to correct or develop them. In addition to informing the teacher it is also enables the learner to have a clearer understanding of their learning strengths and struggles. Over time if the learner and teacher act on this knowledge the learner will make rapid and significant progress. How do I effectively plan when to implement low stake testing? In order for low stake testing to be highly effective and enable rapid progress the teacher must first decide at what points within the planned learning journey it is most appropriate to include it. Assessment of understanding must permeate every level of the learning journey from the moment the learners walk in through to moment they leave. During the planning process it is essential we continually ask ourselves ‘How do we know they know?’ The lesson plan proforma is designed to offer us the opportunity to plan how we as the teacher intend to explain and demonstrate the new
skill/knowledge to be mastered. In addition to this there is a second column that gives us the opportunity to plan how the learner will demonstrate their understanding in response to our explanation or demonstration. It is at this point that the teacher will consider what the low stake testing milestone will look and feel like. Outstanding low stake testing milestones will be shaped by the subject material being covered, the nature of the group being taught and knowledge obtained through previous assessments. LESSON OUTLINE Purpose of Teacher explanation/demonstration/assessment the teaching and learning activity
Student demonstration of understanding DETAILS OF THE LOW STAKE TESTING MILESTONE WILL BE NOTED HERE.
How do I set up a ‘safe’ low stake testing learning environment where all students actively take part? As with any teaching and learning strategy the success of the low stake test hinges on the clarity of the teacher’s instruction and their ability to effectively put into context how the test will enhance the learners’ knowledge of the subject. In order for all learners to fully engage with the test the explanation regarding the purpose of the test must be fully understood by all. This section of the lesson requires an enthusiastic delivery where students also gain a true appreciation of the validity of the task. It is also essential the teacher considers their use of language. While low stake testing is used as a form of practising retrieval of learning from the memory it should not be introduced as a method to only ‘check’ understanding. Avoid phrases such as ‘So let’s see how much you have remembered’ as this simply focuses on the recall element of the learning process. It is far more valuable for the learner to gain an understanding of the benefits of the low stake testing activity you have built in. The teacher should explain that the testing milestone has been designed to make the learning stronger and better remembered. They should also highlight that intellectual ability is not ‘hardwired’- in fact when learning is effortful, it changes the brain, making new connections and increasing intellectual ability. It is the teacher’s job to create ‘desirable difficulties’ in the classroom. The teacher should constantly discuss the process of learning, interweaving commentary about the subject material with the benefits of learning it in the way that has been planned. For example you may ask the learners to answer a series of questions explaining that this will help consolidate what they do know (securing their knowledge) and identify areas where you can offer further support. In addition to offering clarity regarding the low stake test and its overarching purpose the teacher also instils a belief that all students can be successful and that success can sometimes begin with struggle or misunderstanding. Learners appreciate that if you re-study something after failing to recall it, you actually learn it better than if you had not tried to recall it at all. The teacher reinforces that the test will support the mastering of the skill and will enable them to apply this skill later in different contexts.
Do I support/intervene during the completion of the low stake testing task? The answer is yes and it’s as simple and complex as that! The word ‘test’ often conjures up images of students seated at individual desks frantically scribbling in silence. While there is a place for this style of testing this is not what ‘low stake testing’ is about. It is an opportunity for learners to take charge of their learning, organising and establishing skills and knowledge gained. Students need to have an appreciation of the value of ‘student led testing’ activities. It is essential that they understand that this is not a stage in the lesson where the teacher simply ‘separates’ themselves from the learning process but that the teacher takes on a different role. This role is more understated and does not require the teacher to direct from the ‘front’ of the room. Once students are actively undertaking the low stake test the teacher will then make decisions about when to recognise and utilise excellent achievements. It is important to remember that low stake testing takes many forms and does not need to be carried out in silence. The teacher may draw on a learner’s response, during the process of testing, to inspire and motivate others to produce their best possible piece of work. For example, identifying that a student has drawn on previous knowledge to enhance their work will motivate others to do the same. It is essential that you make considered choices when pausing all learners to look at one learner’s response - it has to benefit all. This can be done by showing a particular response under a visualizer or getting a learner to demonstrate a physical skill they have mastered. Again it is imperative that a range of learners are celebrated and that the celebration is specific so that the praise itself enables students to learn and improve their own work as a result of it. How do I engage all learners in low stake testing opportunities? Acknowledgement Outstanding teaching and learning experiences involve the frequent implementation of low stake testing activities. To truly engage all in these activities it is essential that each learner believes that their attempt at the assessment task is a valued one. It is essential that the teacher establishes an understanding that each learner is a valued member of the class and that their efforts in demonstrating their understanding will always be acknowledged. Therefore how the testing milestone is acknowledged /assessed must be carefully considered during the planning stages. Marking is an essential part of this assessment cycle however it must be manageable, sustainable and effective in moving the learner forward. It is not possible or productive to offer written feedback on all low-stake testing activities therefore it is essential that other forms of feedback are built into the cycle. If the learner fully understands that the teacher is using forms of low stake testing to foster and strengthen their learning rather than simply measure it, it will enable learners to have a profoundly positive attitude towards testing and learning in general. This nurtured attitude results in learners feeling valued and creates an inherent desire to want to engage with the testing activity and be the very best they can. This is not dictated or forced by the teacher but comes from the learner themselves and is far more powerful in enabling successful outcomes. Promoting that a learner’s best is good enough is crucial when working with those whose ability range varies because they are then being judged as an individual who has the possibility of experiencing success every lesson.
Variety
Differentiating low stake testing is not just about simplifying or creating challenge but also about engaging different types of learners through different types of testing. The teacher plans and uses continuous and varied low stake testing milestones alongside the planned formative and common assessments. Below is a list of effective study strategies that enable learners to retrieve, consolidate, explore, evaluate and expand their knowledge and skill set: -
KNOWLEDGE RETRIEVAL AND CONSOLIDATION- Self Quizzing
What is self-quizzing? One of the best habits a learner can instil in themselves is regular self-quizzing. Retrieving knowledge from memory should become a primary strategy in place of re-reading. Quizzing provides a reliable measure of what the learner is proficient in and what they have yet to master. Quizzing also obstructs forgetting - practice at recalling new learning secures it in the memory. What is the impact of self-quizzing? The act of retrieving knowledge from memory has the effect of making that knowledge easier to call up again in the future. Practising retrieval makes learning stick far better than re-exposure to the original material. What does self-quizzing look like in practice? Written Q and A - Many text books have study questions at the ends of the chapters, and these can help to consolidate understanding. Getting the learners to generate questions and answers and then using these as a tool during proximal discussion is also very effective. Verbal Q and A - Quick whole class questioning can be effective when timed appropriately. White boards remain an excellent tool as learners can afford to take risks and if they are not successful they can erase the attempt and try again. It is worth reminding learners during this activity that every time they work hard to recall a memory they are actually strengthening it. Snowball Quizzes - Set aside time each week throughout the learning journey to test learners on the skills being mastered. The quiz should include the current week’s material and material covered in previous weeks. As the weeks pass the tests require the learners to retain a larger body of knowledge, reflecting on past knowledge while consolidating new. This type of testing should involve a ‘spaced out’ structure- studying the information more than once but leaving considerable time between practice sessions. The teacher should establish a schedule of self -quizzing that allows time to elapse between study sessions. Flashcards - The teacher or learners could create a series of flash cards that question their knowledge or skill of a topic. These could be used as a plenary or starter activity depending on where it fits most appropriately within the specific learning journey. It is worth noting that although learners may master particular cards these should not then be disregarded they should be shuffled back into the deck and revisited periodically, only being set aside when well mastered. Mind Maps - Keep an A3 piece of paper at the back of the learner’s book which is used to ‘build’ a mind map over the course of the scheme of work. At the end of each lesson learners use ten minutes to add the new learning they have acquired in that particular lesson. This could ultimately
lead to a detailed visual reminder of everything relevant to them that they have learned in the whole half term. Do It Yourself - All learners in the class write down a question related to the learning on a single piece of paper. These are then screwed up and placed in a box. Put the learners into pairs and they then select two questions for which they have to provide an answer within 30 seconds. Key Word Definition Matching - This is often used as a starter but is much successful when used as a plenary, as by the end of the lesson learners actually have the information they need to do it. Create a table in which the correct definitions are in the wrong place against the key words. Learners need to correctly match up the key word and definition and then in the third column add a further definition in their own words. -
COLLABORATIVE EXPLORATION- Generation Testing
What is Generation Testing and Questioning? The act of trying to answer a question or attempting to solve a problem rather than being presented with the information or the solution is known as generation. For example in testing being required to supply an answer rather than select it from multiple choice options provides stronger learning benefits. Testing of this nature is often most successful when offered to a pair or group as it removes the threat and enables genuine debate and collective exploration. What is the Impact of Generation Testing? When asked to supply an answer or solution that is new to the learner, the power of generation to aid learning is even more evident. As the learner searches for a solution they retrieve related knowledge from memory strengthening the route to the gap in learning and when they successfully discover answer connections are made to the related material in the learner’s mind. Wrestling with the question causes the learner to rack their brain for something that might give them an idea. If the correct answer is not discovered independently the activity is not wasted, when shown the solution a light goes on. Unsuccessful attempts to solve a problem encourage deep processing of the answer. It is better to attempt a solution and supply the incorrect answer than not to make the attempt. What does generation testing look like in practice? Key Word Story Telling - You collect the key words for a lesson, put them into four columns and ask learners in groups of four to create a story one sentence at a time in which the key words are used. Student 1
Student 2
Student 3
Student 4
Active
Ash
Dust
Core
Crater
Crust
Dormant
Extinct
Lava
Magma
Knowledge
Opposites Attract - Learners are asked ‘What is the exact opposite of what you have learnt in this lesson?’ This requires the learner to make cognitive leaps. Creative responses will ensure that the original knowledge is consolidated.
Tangent Opposite
Creative ‘Pre-Summary Sheets’ – Prior to the teaching of new material testing groups carry out collaborative exploration of a task together wrestling with a series of questions including: ‘What are the key ideas?’ ‘What terms or ideas are new to us?’ ‘How would we define them?’ Free Recall - Assign students ten minutes to sit with a blank post it note on which to write everything they know about the newly introduced topic. These are then attached to a large piece of paper and the group discuss common strands. At the end of the lesson students gather in their groups and are given ten minutes to write down (on different colour post it notes) new knowledge gained from the lesson. Finally they are allowed to refer to their books and write on the paper in a different colour what they had forgotten. The free recall exercise helps students pull learning forward and develop a complex understanding of how the material interrelates. Spot the Deliberate Mistake - A simple but effective technique involves the teacher writing a piece of text that is riddled with errors and sharing this in written or verbal form. The learners in pairs discuss where they have identified mistakes and crucially ‘why’ they are mistakes. Show Me the Money - You ask the students in groups to discuss ‘How they would make money out of the information they have gathered during the lesson?’ It promotes explorative discussion of the skill/knowledge mastered as they attempt to unpick its value. -
EVALUATION OF LEARNING- Reflection Testing
What is reflection testing? The act of taking a few minutes to review what has been learned from a recent learning experience and asking yourself questions on how successful you have been is known as reflection. Evaluation of learning is integral to successful consolidation of learning. What is the impact of reflection testing? Reflection can involve several cognitive activities that lead to stronger learning: retrieving knowledge, connecting this to new experiences and visually and mentally rehearsing what you might do differently next time. Reflection activities provide opportunities and an ability to identify what went well, what could have gone better, what I might need to learn for better mastery. What does reflection testing look like in practice? A Pyramid of Plenary - The learners ask the question from the top of the pyramid. And you answer. Or better still, supervise while they work in groups answering each other’s. One question you are left with Two concepts you understand that you didn’t know before
Three pieces of vocabulary you now know and what they mean You Tell Me - You ask the students to explore together what the objectives of the lesson were at the end. They sit in pairs or threes working out what they think you wanted them to learn in the lesson, and then discuss this. After learners’ discussions the teacher then reveals what they believed the objectives to be. This is a fantastic and at times brutal evaluation of your success in communicating them.
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FINDING ADDITIONAL LAYERS OF MEANING- Elaboration Exercises
What are elaboration exercises? Elaboration is the process of finding additional layers of meaning in new material beyond what is taught. Learners begin to make links with the material taught and their life outside of school. What is the impact of elaboration exercises? Elaboration improves the learner’s mastery of new material and multiplies the mental cues they have available to them for later recall and application of it. The more they can elaborate on how new learning relates to what they already know the stronger the grasp of the new learning will be, and the more connections they create to remember it later. What do elaboration exercises look like in practice? Frozen Picture - You may ask the learner to summarise key ideas (this could be achieved through a series of drawing or key words) you may ask them to provide some examples or ask the learner to make connections between this new knowledge and related previous knowledge. Taboo - You give the learner a set of key language form the lesson on paper or card. This is presented in a bag. Students work in threes or fours. One learner chooses a word and has to describe the concept embodied by the word without using the word itself. The other members of the group have to guess the word. What is the question? - Set learners into pairs and use the key words form the lesson as the material. Take for example a scheme of work form Art as an example. 1. The answer is manipulate. What is the question? 2. The answer is mould. What is the question? 3. The answer is overlay. What is the question? Re-Phrasing Key Ideas in Your own Words - This involves the learners re-stating concepts in their own words or elaborating on concepts by collectively generating examples of them. Give us a Clue - You may summarise a historical event/poem/ etc. into a series of visual images. Learners have to summarise what each of the pictures represent. *Please note this is in no way an exhaustive list of strategies. As a Trust we are keen to build a catalogue of successful strategies that enable retrieval, exploration, evaluation and extension of knowledge. Our aim is to collate and share successful application of low stake testing through follow up CPD sessions.