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Retrieval aids later retention. There is clear evidence from psychological experiments that practicing retrieval of something after learning it, for instance by taking a quiz or test, makes you more likely to retain it for the long term.
Testing provides feedback to instructors and lets them know what is learned or what is not
Testing produces better organization of knowledge by helping the brain organize material in clusters to allow better retrieval.
Testing improves transfer of knowledge to new contexts. There are several experiments referenced in the paper where tests and quizzes help transfer and application of knowledge.
Testing can facilitate retrieval of material that was not tested. Surprisingly there are circumstances where quizzes or tests, particularly if delayed, can help people retrieve/retain information that was related to that asked but not actually asked in the questions.
Testing improves metacognitive monitoring – by giving students scores or self-assessments, they can better predict their knowledge and be more confident about what they know and what they need to know.
Testing prevents interference from prior material when learning new material. If you have a test after learning one set of material before learning another set of material, it can make it less likely that the second session will.
Frequent testing encourages students to study. Having frequent quizzes and tests motivates study and reduces procrastination.
A quiz refers to a short test of knowledge, typically around 10 questions in length, with question formats often including multiple choice, fill in the blanks, true or false and short answer.