Pretesting students to improve teaching and learning

Simkins, Scott; Allen, Stuart D.

doi:10.1007/bf02295755

Cited by 14 publications

(8 citation statements)

References 3 publications

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“…By better preparing themselves, the process and practicum activities will be smoother because students will better understand what they are going to do. In addition, the existence of a pretest has been reported to be able to optimize the effectiveness of learning (Simkins & Allen, 2000).…”

Section: Resultsmentioning

confidence: 99%

Biology science practicum learning: An evaluation study in junior high school of Ngemplak-Indonesia

Ramadhan

Suyanto

2020

JPBI

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Practical activities are the main activities of learning biology whose implementation is rarely evaluated. This study aimed to determine the quality of biology practicum which includes planning and implementation of biology practicum and student learning outcomes thereafter. The population in this study was students, teachers and and laboratory assistant in Junior High School (JHS) 2 Ngemplak, Indonesia. Purposive sampling was used as sampling technique, in which the sample were 93 students of class VIII A to VIII C, 1 teachers and 1 laboratory assistant. The instruments used in this study were observation sheets. The evaluation criteria were adjusted based on the Regulation of the Minister of National Education. Data were analyzed descriptively and qualitatively. The results inform that the planning and implementation of biology practicum activities were in good categories. In addition, student learning outcomes have also exceeded the minimum completeness score. The results of this study indicate the importance of practicum activities and their contribution to biology learning outcomes. Therefore, the implementation of practicum is highly recommended to be optimized in other schools.Biology science practicum learning: An evaluation study in junior high school of Ngemplak-Indonesia

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Section: Resultsmentioning

confidence: 99%

Biology science practicum learning: An evaluation study in junior high school of Ngemplak-Indonesia

Ramadhan

Suyanto

2020

JPBI

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“…Teachers often give students tests before they have even been taught the information being tested. A common motivation for doing so is to see what students might already know, but this practice of pretesting has also been shown to enhance learning (e.g., Grimaldi & Karpicke, 2012;Hartley, 1973;Hays, Kornell, & Bjork, 2013;Kornell, Hays, & Bjork, 2009;Richland, Kornell, & Kao, 2009;Simkins & Allen, 2000). Learners who receive a pretest before encoding to-be-learned information tend to remember that information better on a subsequent test than learners who are not given a pretest, an effect that is observed even if participants are unsuccessful at generating the correct information at the time of the pretest.…”

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confidence: 99%

Beyond the pretesting effect: What happens to the information that is not pretested?

James¹,

Storm²

2019

Journal of Experimental Psychology: Applied

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Taking a test before learning can enhance the long-term retention of the information that was tested, a phenomenon known as the pretesting effect. In the present research, we explored the consequences of pretesting on memory not only for the pretested information but also for nonpretested information. Across 5 experiments and various manipulations (the number of pretest questions, the relationship between pretested questions and nonpretested questions, whether participants expected nonpretested information to be tested, and the format of the to-be-learned material), a clear pattern of results emerged. Specifically, despite robust benefits of pretesting being observed for the learning of pretested information, in none of the 5 experiments did we find any evidence of pretesting affecting participants' ability to remember the information that was not itself pretested. This finding suggests that the benefits of pretesting may be relatively limited and may not necessarily extend beyond the enhanced learning of the specific information being pretested. Public Significance StatementThe results of this study suggest that pretesting, or taking a test before learning, can be effective for enhancing the learning of the specific information included on the pretest but that it may not be effective for enhancing the learning of other information not included on the pretest. This potential limitation of pretesting can be considered by educators when deciding whether and how to implement pretesting as a tool for enhancing student learning.

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“…After realization of these tasks, there was a discussion and explanation given by the teacher. One week after the realization of this topic, the same version of post-test was written (in accordance with the recommendations of selected authors [6], [7]). The students were not informed about the test in advance (because of their possible motivation to remember the pre-test questions).…”

Section: Researchmentioning

confidence: 99%

The contribution of writing in students’ argumentative skills development

Holečková¹

2018

ACC Journal

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The paper deals with the contribution of capturing students' ideas in writing to the development of their argumentative skills. It focuses on two forms of writing skills practicefree writing and argumentative essay-included in the teaching process. The emphasis is placed on the possible change of students' knowledge related to selected economic topic taught via free writing method or argumentative essay method. These two methods are different: while the argumentative essay follows specific requirements, free writing allows students to write more freely without any fixed outline. Both methods are relatively timeconsuming and challenging both for students and the teacher. The paper looks at the possibility of using these writing forms in the teaching of selected economic topics. The main aim of the paper is to show the contribution of these two selected methods while focusing on their possible enhancement of students´ knowledge. In this context, an experiment was carried out and its results are presented and discussed at the end of the paper.

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Pretesting students to improve teaching and learning

Cited by 14 publications

References 3 publications

Biology science practicum learning: An evaluation study in junior high school of Ngemplak-Indonesia

Biology science practicum learning: An evaluation study in junior high school of Ngemplak-Indonesia

Beyond the pretesting effect: What happens to the information that is not pretested?

The contribution of writing in students’ argumentative skills development

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