"Roddy" Roediger had an article in the NY Times about a week and a half ago on the effect of regular testing of material that is to be retained for long periods of time, such as what is taught in classes. Tipsters may know of his research on the "testing effect" or the "retrieval practice effect" which includes both lab-based and classroom-based settings. The main point of this research is that regular, low stakes testing produces durable, readily accessible memories. Roediger tries to put this into the current context of the role of testing in education. His article can be accessed here: http://www.nytimes.com/2014/07/20/opinion/sunday/how-tests-make-us-smarter.html Here are some responses to the article that also appeared in the NY Times: http://www.nytimes.com/2014/07/28/opinion/A-Report-Card-on-Standardized-Tests.html?mabReward=RI%3A7 I think that Roediger is trying to provide some useful information to the debate on the role of standardized testing in education and what the policy should be towards "high stakes testing". But, as with many public issues, the results may get lost in sturm and drang that accompanies the discussion.
-Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=37733 or send a blank email to leave-37733-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
