Performance On Immediate Retention Tests

Preparations for tests should ideally begin much earlier than shortly before the actual test taking period. Indeed, many students perform dismally in their tests because of their failure to understand this and many other principles of test and exam preparation. In addition to discussing how students should prepare for tests, this text will also identify the various strategies which should be embraced by students during test taking in an attempt to enhance performance.

When a student merely reviews the information in a textbook or notes, but doesn’t take the time to test themselves to see if they really understand what they are reading or if they review the test questions while looking at the answers, it can have a negative effect on their test scores. However, if the student were to alter their study patterns they could not only do better on the test, but retain more of the information.

Persistence is an essential trait if success is desired in any learning set up. Students must demonstrate the trait of repeating certain tasks for full comprehension and grasp of concepts. The brain is always wired to forget certain concepts that might have been explained earlier. Persistence makes sure the student never hangs up their boots when they encounter a hard task. Besides grasping forgotten concepts, persistence is also efficient when dealing with practical sessions. The ability of the student to perform one task repetitively is desirable and it increases the chances of the student to permanently and fully grasp the concept (Habley, 2013).

Cramming before a test allows you to retain the information on a short-term basis but the days after the test it is like never studying for the test. Nate Kornell, a professor of psychology at Williams College, researches effective learning strategies. He suggests different ways to study for tests. One way to retain information is a distributed practice, which involves spacing out the material. Students can learn the material over a period of time and be able to sort thought the information during the

The focus of this article is to see if early grade retention, based on low achieving academic or social skills, influences the outcome of completing high school. Due to the recent implementation of educational accountability, new policies state elementary school students have to reach specific performance outcomes in order to avoid retention. The authors found that early grade retention, likely, does not impact the student’s completion of high school.

Cramming is often a studying habit that most college students, as well as high school students, turn to the night before an exam. In Shelby McIntyre and J. Michael Munson’s journal entry “Exploring Cramming Student Behaviors, Beliefs, and Learning Retention in the Principle

As discussed in the articles by Karpicke, Ariel and Tran, self testing can enhance the memory recall process and it does produce better results. Karpicke suggested that the ‘repeated retrieval through testing produces positive effects on long term retention’ (Karpicke, 2008, p.996). This therefore proves that self testing is an effective tool for students to use when studying for the final exam. Ariel (2017) had a similar view to that of Karpicke as he suggested that it was incorrectly reported that restudying was more effective on results than self learning. This therefore also shows that the process of self testing is a very effective process for students to use when studying for the final exam, however; Ariel also suggests that the process must also be used correctly for it to be completely effective (Ariel, 2017).And finally the article by Tran suggests that ‘testing is undoubtedly a useful technique for promoting information acquisition’ (Tran, 2015 p.140), therefore supporting that the use of self testing is an effective tool for students to use when studying for the final exam. Therefore, it can be seen that self testing is a very effective way for students to study for the PSYC101 final

For 10 years, I was the one testing the students, teaching strategies and finding new ones to help students study. Suddenly, I found myself returning to school and the anxiety, stress, lack of time, and just all the unknowns seemed to overwhelm my life. The last couple of years I have learned to incorporate strategies that work best for me, but there is always room for improvement and strengthening. Learning, study and test taking skills are some of the most important things to have when furthering your education. Upon reading Strategies for Test Success by Linda Anne Silvestri, I was able to scrutinize some of my weaknesses, reevaluate my learning style, and look at some new test taking strategies while assessing

An usual personal circumstance that has affected me occurred last year. In my Algebra II/Trigonometry class, I struggled a bit in trying to comprehend exactly what was being explained. And one when we took the test, I would always make such simple mistakes or I would forget that one crucial part of the equation; making it impossible for me to completely answer the question. The first test we took in the class, ended up being one of my highest, and it went down from there. I never have been one that would study, other than just briefly looking over some notes prior to the test. I’ve always seemed to believe I do somewhat worse if I study, but really that’s just probably because it’s the period before and I trying to cram a whole chapter’s worth

     The research is demonstrating the use of memory strategy in an educational setting; this study examines the use of chunking on telephone numbers by students on campus. There were a total of 40 students that participated, and they were split into two groups consisting of 20 students per group. The control group used chunking as their memory strategy for memorizing a list of 10 telephone numbers. In contrast, the experimental group has used no specific strategy to memorize the list of numbers that was given to them. Each group was given 15 minutes to memorize their list of 10 telephone numbers and they had 5 minutes to write it down on paper. People that used memory strategies has

Throughout my time in high school so far I’ve noticed a definite need to develop a solid study technique to follow. During middle school and even a majority of classes in early high school the subjects came naturally to me and I didn’t have to put a lot of effort into studying to pass tests. However with four ap classes this year and college to look forward to next year good study techniques are integral to success for me. This unit has really helped me get more insight into the brain and the best ways to study to benefit my memory. Memory is the ability of the brain to retain and to use knowledge gained from past experience is essential to the process of learning.

Though the use of note-taking and rereading is most notably known as the best study technique amongst college students, we see that other ways of retaining information can be more beneficial than that of writing notes and reading them over before exams. The article at hand tests the idea of a 3R method which is the use of reading, recalling, and reviewing information instead of traditional study methods. The usage of the 3R strategy in studying is seen as more effective than traditional note-taking, due to the 3R strategy being able to increase the chances of recalling information

Psychological principles state that self-testing is the best method that can be used to help a student learn and remember. Self-testing means that instead of repeating to oneself the same thing over and over again, is better to ask questions in order for the student to remember the information. Usually, students tend to learn by repeating the same information various time until they memorize it, but after some time, they don’t remember a thing of what they learned.

The relevance of these results to both the sample population and previous theory’s and studies as mentioned in this introduction is quite significant. It is now more clearer when students recall information the most. This information may be used for teachers all around the world so they can get the most out of whom they may teach. The information conjured from this investigation also helps validate previous case studies, such as the Murdock experiment mentioned in the

Total-time hypothesis maintains the retention rate of information is directly correlated to how much and long one studies what he/she endeavors to learn (Matlin, 2012). The distributed-practice effect is the spreading of one’s learning trials over time rather than cramming a large amount of content into a minuscule interval of time (Matlin, 2012). The testing effect argues that taking a test or practice test boosts long-term memory for academic material (Matlin, 2012). These three memory improvement strategies emphasize on aspects of practice in order to enhance the memory that one can use in everyday life. John is a junior at Grand Canyon University majoring in Christian Studies and Psychology. In order for John to maintain good grades in his classes, John takes advantage of the distributed-practice effect, total-time hypothesis, and testing effect to ensure he exceeds his exams.