In a recently published story in The New York Times Magazine, science reporter Benedict Carey explores the benefits of pre-testing for certain subjects, especially the sciences:
The excitement around prefinals is rooted in the fact that the tests appear to improve subsequent performance in topics that are not already familiar, whether geography, sociology or psychology. At least they do so in experiments in controlled laboratory conditions. A just-completed study — the first of its kind, carried out by the U.C.L.A. psychologist Elizabeth Ligon Bjork — found that in a live classroom of Bjork’s own students, pretesting raised performance on final-exam questions by an average of 10 percent compared with a control group.
The basic insight is as powerful as it is surprising: Testing might be the key to studying, rather than the other way around. As it turns out, a test is not only a measurement tool. It’s a way of enriching and altering memory.
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