You May Be Surprised at What the Research Says
Hardly a day goes by that I don’t hear an educator grumble about “the evils of testing.” You know what I mean: the evil empire of state and national tests that drive staff and kids into stressful zombies who learn only test-taking skills and to dislike school.
Along with, “How’s the weather?” the testing complaints have become the single common denominator in conversations about kids and learning. But what if everything you believed about testing was wrong? What if the actual science behind it was different than what you thought?
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Here’s what the genuine “real deal” research says about our brain, testing and learning.
First of all, let’s be clear about it: there are many, many types of testing. We don’t need to list them all here, but there are as many types of testing as there are types of learning.
The list might include:
1) objective and subjective
2) abstract and concrete
3) deductive and inductive
4) classroom or “on-site” real world
5) recall or constructive knowledge
6) priming quality or in-depth knowledge and
In short, one must be very, very careful about generalizing the results of one type of testing to ALL types of testing.
So, given these variables, what does the research say? Read more