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Hi Patty,
It seems to make sense students would remember more of what they read at the time they read it if they were quizzed on it just after reading it. I think that’s true of just about anything. I know I remember the plot of a tv program if I just watched it. A week later, not so much.
I am not so sure there is such a thing as a low-stakes test to a middle school student. Given the article, I would have to say the fact they are quizzed and retain may be more related to the fact I am choosing what I think is important, quizzing them on it, which then sends up the red flag for the final, “Gee, maybe this is something important and I ought to remember it for the final.”
I would find it much more interesting to have the students read the article, then tell me in a short writing what they thought was the most important part of what they read and why. In this way I could see if one, the material was getting to the concept I wanted it to, and two, whether or not the students could use the skills necessary to differentiate what was important and what is not.
I don’t know if I can honestly say students retain more with shorter quizzes given more often or not. Experience tells me if I give a series of smaller assessments, these will provide students with more immediate feedback as to what they understand and what they do not. They could also be used as study guides if there is a final exam in the class.
I tend to lead to more project based learning. If the student can apply the skills and concepts to the project, it seems to me to be obvious they understand the material.
Mine is a standards-based, mastery learning environment, so everything is a formative assessment opportunity. The trick is for students to learn to use all of the tools available to them to make their learning “permanent.” Quizzes are just one of the tools in the toolbox.
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