3. Educational Transitions Flashcards
1
Q
Bronfenbrenners ecological systems theory
A
- Chronosystem: The pattern of environmental events and transitions over the life course, which may help to explain the dynamic nature of transitions.
- As a learner increases in independence, the levels of complexity in terms of their interactions with the world increase in complexity.
- Each transition contains more risk to the individual; but also more possibilities.
Any number of these interactions could then become a confound.
2
Q
educational transitions
A
- Developmental stages and key milestones, are prominent across educational transitions (Gottfredson, 1981).
- Most young people experience several significant transitions from and to different educational experiences (Ginzberg et al., 1951)
- Transition points/life stages of children or young people are most defined by age (Ginzberg et al., 1951 ) Adult transitions tend to be fuzzier and related to institutional transitions e.g. parenthood (Hall, 2002).
- Educational institutions mark the transition of the graduates with pomp and circumstance (Akos et al., 2004).
- Not an individualised process- affect more than just the person undergoing transition.
- Students adapt to and acquire schools (or universities) way of thinking and feeling and behaving (Fabian, 2000).
- ”Readiness” - Does the individual have the necessary skills, knowledge and abilities to adjust and be ready for the learning task (Hughes et al., 2015).
Each transition means a change to normalised routine, patterns of behaviour alongside shifts in identities and relationships.
3
Q
school starting age in Europe (Eurydice, 2013)
A
- Age 4 - Northern Ireland
- Age 5 - United Kingdom
- Age 6 - 18/27 EU countries Plus Norway, Iceland and Turkey
Age 7- Sweden Finland Lithuania, Bulgaria, Latvia and Estonia
4
Q
school starting age in Poland (Herbst &Strawinski, 2016)
A
- In 2008 the government voted to lower school starting age from 7 to 6.
- Three groups of children six-year-olds compulsorily enrolled, six-year-olds voluntarily enrolled, and seven-year-olds compulsorily enrolled.
- Found six-year-olds started with lower skills than seven-year-olds, however younger pupils catch up to average level.
- Those enrolled in compulsory term dropped to 1/3 of the original differences.
For reading this difference became non-significant, and for maths students caught up more quickly than reading.
5
Q
Birth month
A
- Most schools use a single cut-off date usually at the start of September.
- Some schools have two or three cut-off dates, usually December March and August.
Hence, a class could contain children almost one year different in age.
6
Q
cohort studies
A
- Using PISA data in France and Spain, where students start in January, Pedraja et al., (2015) found that students were significantly more likely repeat a grade if they were born September – December.
- Dhuey, et al., (2019) used school data from Florida, compared students born in September versus August. They found that the difference remains around 0.2 standard deviations difference in test scores even when a wide range of factors (including redshirting and SES) are controlled for.
- Students born in the last months of the year turned out to be between 70% and 80% more likely to repeat a grade than children born in the first months of the same year.
- Redshirting – Keeping a child back a year so they are older when they start
Both tested across a wide range of heterogeneous groups, based on maternal education, poverty at birth, race/ethnicity, birth weight, gestational age, and school quality. While the September‐August difference in kindergarten readiness is dramatically different by subgroup, by the time students take their first exams, the heterogeneity in estimated effects on test scores effectively disappears
7
Q
is there an optimum age for starting school?
A
- Most longitudinal studies find these differences reduce and even disappear over time. However there are many cofounding factors including:
- Number of siblings
- Socio-economic status
- Time spent in kindergarten / nursery/ childcare
- Parental education
- Range and balance of ages within the class
Boereboom and Tymms (2018) concluded that for students in New Zealand the optimal school starting age varied according to each individual child.
8
Q
children’s viewpoint
A
- Focus group study with 105 Canadian children discussed starting school – children talked about starting school in terms of growing up and getting bigger (Di Santo & Berman, 2012).
Australian study asking children what was important when starting school children identified knowing the rules and the physical environment (Dobson et al.,).
9
Q
the move to secondary school
A
- The international starting age for secondary school ranges between 11 and 14 depending on country (World Bank, 2016).
- Limited access to secondary education in some developing nations persists especially for girls and those in extreme poverty.
The secondary school environment is much larger than primary school and there is more responsibility given to students to manage their academic work and navigate their way around (Coffey, 2013).
10
Q
changes at secondary school
A
- Larger environment
- Multiple teachers
- Transition to “big” school
- Puberty
- Homework
Exams
11
Q
transition to secondary school
A
- Adolescence is characterized by substantial biological, cognitive, social-cognitive, and social-organizational changes that mark the beginning of the transition to emerging adulthood and which have significant educational implications (Styne & Grumbach, 2002; Martin et al., 2015).
- Moving to secondary school in the UK:
- Year seven (11/12) is associated with excitement.
- Year eight (12/13) with mundane routine and a dip in motivation.
- Years nine to eleven (13-19) with preparing for examinations.
- Waters et al., (2014) examined secondary transition in Australia and found that support from peers was the strongest predictor of children’s positive expectations of transition, but the presence of parents (in terms of being around before and after school) was the most powerful predictor of a positive transition experience.
Friendships are important in the transition to secondary school as they are in starting school, nervous feelings that children have can be relieved by having friends and friends can help instil a sense of belonging in the new environment (Darrah, 2013).
12
Q
interviews and focus group data
A
- Students express concerns about getting to class on time usual workloads finding correct rooms, opening locks and lockers, drug use, office referrals and ensuring personal safety (Akos, 2002).
- Teachers worry about students maturity levels effects of peer pressure, adolescent physical development, reduced parent involvement and a lack of basic skills (Arth, 1990; Schumacher, 1998).
Parents worry about all of the above in addition to the social concerns of having an adolescent child (Akos & Galassi, 2004).
13
Q
homework studies
A
- There is only a weak relationship (if any) between homework and achievement at junior school (Cooper & Valentine, 2001; Kohn, 2006).
- Homework is consistently positively associated with academic achievement particularly school performance at secondary school (Cooper et al., 2006).
- Parents, teachers and (to a lesser extent) students report that homework is designed to build a sense of personal responsibility and study skills (Xu & Yuan, 2003).
- Students can find homework engaging when it is authentic and centres on solving real-world problems (Shernoff et al., 2003)
- Homework does not affect all students equally. The practice of homework “appears to further disadvantage the already disadvantaged” (Kralovec & Buell, 2000, p. 70)
Homework can act as a sorting mechanism to magnify class differences, those in wealthy communities have adequate resources materials, and physical spaces. They are also more likely to receive outside help and less likely to have to choose between completing homework and other family responsibilities such as caring for younger siblings.
14
Q
student quote
A
- “Now I understand the expression ‘not enough hours in a day.’ In a day, I want to be able to do homework/study, have time with friends and family, and do activities that are important to me. I don’t always feel I have enough time for this, and I feel pressured”
- “I’m stressed because I have so many pointless, mundane assignments that take up large amounts of time without actually learning anything in class. I don’t mind working if I’m actually learning something.”
Cooper and colleagues (2006) cautioned—that “too much homework may diminish its effectiveness, or even become counterproductive”
15
Q
other transitions in compulsory education- pupil mobility
A
- A child joining or leaving school at a point other than the normal age in which children start or finish their education at that school, whether or not this involves a move of home. (Dobson & Henthorne, 1999)
- Families moving house or area
- Changing parental job
- Traveller children
- Armed Forces
- Migrant/refugee children
- Family breakup
Previous school exclusions
16
Q
pupil mobility
A
- Goldstein et al., (2007) found that 39% of pupils in Northamptonshire, 25% of pupils in Staffordshire, and 9% in Hampshire moved schools during KS2.
- It’s difficult to disentangle problems that children experience in transitioning to a new school with the context in which they are making this transfer (Gasper et al., 2012).
- Students who experience a higher number of transitions are more likely to drop out of school (Dobson et al., 2000).
Messiou and Jones (2015) found that some children saw it as a chance for a fresh start and to approach their learning and behaviour in school differently.
17
Q
learning in lockdown (NFER, 2020)
A
- In July 2020, nearly all teachers (98%) estimated that their pupils were behind in their curriculum learning.
- Average deficit of learning in September 2020 was 3 months for Primary and 2.5 months for Secondary school.
Pupils in deprived schools are further behind than pupils in more affluent schools.
18
Q
lessons learned during covid
A
- Samuelsson et al., (2020) Examined COVID-19 responses in Norway, Sweden and USA.
- Introduction of smaller group sizes and more favourable adult-child ratios has allowed for more frequent interaction and follow up with each child.
- Circumstances forced schools to develop new technology skills, that will be useful for when things return to normal.
- Suggestion in the need for a more through, advanced preparation planning regarding future crisis situations. E.g consistent policy across schools.
- Samuelsson, I. P., Wagner, J. T., & Ødegaard, E, E. (2020). The Coronavirus pandemic and lessons learned in preschools in Norway, Sweden and the United States: OMEP policy forum. International Journal of Early Childhood, 52, 129-144.
Use of virus mitigation measures: extra handwashing, smaller group sizes, lower teacher–child ratios, stricter sanitation requirements, prohibiting parents from entering the preschools, and social distancing. Informants in Sweden and Norway did not mention the use of masks in pre- school, a controversial practice in previous crises, especially in Asia. The use is an open question in America as reopening guidelines are being developed.
19
Q
post school choices
A
- NEET – Not in education, employment or training.
- Training – Apprenticeships or Vocational Courses.
- Further education - College or University.
Employment - Entry level or starter roles.
20
Q
NEET outcomes
A
- In 2019 - 792,000 young people (aged 16 to 24 years) in the UK - 11.5 % were NEET of these:
- 41.6% were looking for, and available for, work and therefore classified as unemployed;
- The remainder were either not looking for work and/or not available for work and therefore classified as economically inactive (April to June 2019 ONS statistics).
- Cost to the UK £77 billion (lost taxes, public service costs).
- Associated impacts such as crime and poor health.
- Individual level - Social inclusion, health, and wellbeing are all negatively impacted.
- Mawn et al., 2017 – in a systematic review found that high intensity multi-component interventions (job and classroom) increased employment amongst NEETs by 4% compared to controls.
- Sub-groups benefitting less tended to be those that were more disadvantaged at trial commencement (e.g. poorer literacy, higher previous arrest rate, lower socioeconomic status, minority ethnic groups). This raises concerns that, despite often targeting a deprived population, current intervention approaches are not designed to cater for the circumstances and needs of the most disadvantaged, potentially further exacerbating the inequalities experienced by this group.
21
Q
apprenticeships
A
- Apprentice Levels
- Apprenticeships take 1 to 5 years to complete depending on their level:
- Intermediate (Level 2)- equivalent to five GCSE passes.
- Advanced (Level 3) - equivalent to two A level passes.
- Higher (Level 4) - equivalent to the first year of an undergraduate degree
- Degree (Levels 5 and 6) – equivalent to a full degree.
- Degree (Level 7) – equivalent to a master’s degree.
- Traineeship – An (unpaid) course with work experience that aims to get an individual ready for work or an apprenticeship. It can last up to 6 months
- Apprenticeship starts
- 2018/19 - 389,200
- 2017/18 - 369,700
- 2016/17 - 491,300
2015/16 - 499,900
22
Q
studies with apprentices
A
- Apprentices have been shown to have lower initial unemployment probabilities as compared to other secondary-school graduates (Piopiunik and Ryan, 2012).
- When employed, apprentices earn the same amount of money, but are more likely to receive long-term contracts compared to non-apprentices. Apprentices are 16-20% more likely to sign a long-term contract as opposed to the non-apprentices (Horn, 2013).
Workplace-based (apprentice) training, lowers the unemployment rate, and increases the quality of work (Wolter and Ryan, 2011).
23
Q
why do students choose to go to university?
A
- International Student Survey 2017 - Questioned 62,366 students from 65 universities around the world. 27,955 students were considering studying in the UK.
- Intrinsic factors such as the love of learning, or a quest for excellence (Colver et al., 2018).
Extrinsic factors such as vocational preparedness and monetary incentives (Vallerand et al., 1989).
24
Q
transition to university
A
- “There is no doubt that the transition from secondary to territory education represents a modern day rights of passage” (Clark & Lovric, 2008).
- Disconnections in structure curricula and skill standards between secondary and territory education may be the primary reason behind student failure (Rayner, 2014).
- Secondary focus on academic ranks (grades), compared to university focus on “preparedness” for university (Schwartz et al., 2008).
Many students enter higher education with unrealistic expectations about what it will be like, which can partially be explained by the different pedagogical approach at secondary school requiring different study habits (Cook and Leckey, 1999).
25
Q
multiple concurrent transitions
A
- Context transitions
- Move to new city
- Move to new educational system
- Move to new accommodation
- Different academic requirements
- New responsibilities (E.g. bills)
- Interpersonal transitions
- New Tutors/academic staff
- New friendships/relationships
- Changes to relationship with old friends
- Independence from family
- Changing view of self
- Transition is an ongoing process where levels of support should be adjusted accordingly (Jindal-Snape, 2010).
- Although students experience transition into higher education in different ways, for almost all of them, the change from the familiar environment into an unfamiliar one represents a period of disequilibrium (Jackson, 2010).
- Success in the first year depends on a number of factors including entrance school prior learning degree of enthusiasm for and engagement with their learning (Kuh et al., 2008).
- A feeling of “belonging” (to university) and the quality of relationship with friends has been shown to contribute to students adjustment to university (Pitman and Richmond, 2008).
The first semester is recognised as a key stage in the student lifecycle, as it is during this period that a new student is most likely to drop-out of university (Bolam & Dodgson, (2003).
26
Q
prior learning (Witherby & Carpenter, 2021)
A
- Tested how well people learned new information about cooking or football through teaching made up facts in one of the two areas which they were, or were not, familiar with.
Regression analysis showed that prior knowledge predicted final test performance for new items, but only in the domain they had prior knowledge for.
27
Q
prior learning at a level (Hands & Limniou, 2022)
A
- N = 1072 students, 121 A-level topics, examined top 6 qualifications.
- Significant overall and subject specific effect of prior knowledge in the sciences.
- Effects of previous qualifications were not cumulative and did not persist beyond the first year of study.
- ## Results strongest for Chemistry and Biology suggesting an effect of Scientific literacy.
28
Q
U-Curve Theory of Adjustment (Risqué et al., 2008)
A
- Model of Student Adjustment (Menzies and Baron, 2014) adds pre-departure as baseline point.
- Following the Honeymoon phase, a period of Culture Shock follows, which is characterised by feelings of disillusionment and dejection.
- During this phase, the student may experience high levels of anxiety associated with academic demands, feelings of isolation and alienation, emptiness, stress, homesickness, sense of loss, detachment and even boredom.
- Students experience these emotions due to the changes in their environment (location and culture shock), their social life (meeting new people, sharing a flat, interact with academic staff) and academic and learning environment (Denovan and Macaskill 2013; Gu et al 2010; Thurber and Walton 2012; Wrench et al 2013).
The third phase is the Adjustment phase and is where the student begins to function effectively in the new environment. For example, they become more motivated, develop a sense of community with other students as well as develop new learning routines
29
Q
transitions beyond first year?
A
- There is a need for increased attention on transition points at other stages of university study. Moving between the stages of a degree programme involves differing demands and changing academic expectations (Tobolowsky, 2008).
- Students are likely to experience ongoing transitions as they encounter new ideas and processes during their academic career (Cook & Leckey, 1999).
- Variations in adjustment to university, institutional attachment and peer relationships are still found in second- and third-year students too (Maunder et al., 2013; Tobolowsky, 2008).
30
Q
expectation vs reality
A
- Mismatch between anticipatory beliefs (expectations) and reality leads to disappointment, stress, and increased risk of dropout (Denovan and Macaskill, 2013).
- Students who are first in their families to attend university or come from communities where participation in higher education is less commonplace may not have the same resource bank to draw on to create realistic impressions of university (Leese, 2010).
During the middle years of study, students may face specific issues and needs as there is usually a significant loss of well-structured and appropriate support.
31
Q
emergency remote teaching at uni
A
- Students with higher levels of self-regulation showed more adaptability to online teaching, with those lower in self-regulation preferring more traditional face to face teaching (Varga-Atkins et al 2020). Conversely, exam anxiety slightly has reduced due to open book examinations.
52% of students say their mental health had deteriorated or been affected negatively by COVID-19 but only 20% of students sought mental health support (NUS, 2020).
32
Q
Liverpool students in lockdown (Varga-Atkins et al., 2020)
A
- “I would find it better if there was more summary resources, like summary notes on a topic or a round up quiz. Some topics have them and they are a great way to consolidate knowledge.”
- “My study habits have changed drastically in lockdown. I’m struggling to cope with my work while being at home with other responsibilities and bad internet connection. I struggle to study in a home environment with no privacy or access to study area/desk etc.”
- “As everything has to be put online now, I have had to become more familiar with the software’s and where to find resources which has allowed me to use them better, positively impacting how I learn.”
33
Q
widening participation- non traditional and at risk students
A
- At the turn of the century 39% of young adults went on to study at higher education, by 2015, this had risen to 48% (HEFCE, 2016)
- Student categories with greater risk of dropout and/or poor academic outcomes:
- Disabled students
- Mature students
- Student carers
- International students
- Commuter students
- BAME students
- Care leavers
- First in family
- Low socio-economic status
Working more than 20 hours a week
34
Q
students in at risk groups
A
- Disabled students: Kilpatrick et al., (2017) studied Australian higher education
- Students with a disability increased from 3.67% in 2007 to 5.04% in 2013.
- Success rates of students with a disability remained consistently between 94 and 95% of total students success.
- Students with a learning disability are less likely to drop out than those with physical disability.
- Mature students: Bolam & Dodgson (2003) UK study on mature students in the north-east.
- 16% of mature students left higher education in year one compared to 8% of young entrants.
- In addition to a lack of confidence, academic reasons for mature students leaving university early include poor study skills, an inability to cope with the level and volume of work, failure to keep up with course demands.
- The most common reason mature learners leave is due to role overload (Scott et al., 1996).
35
Q
student carers
A
- Estimated at between 3 and 6% of students across the UK (NUS, 2013).
- Sempik and Becker (2013) interviewed 101 young adult carers 39% rated their physical health as either ‘Just OK’ or ‘Poor’, and 45% reported having mental health problems.
- Despite most respondents (79%) enjoying college or university, over half of them (56%) were experiencing difficulties because of their caring role. 16% were concerned that they might have to drop out of college or university.
In a national study involving 295 student YACs found that despite more than 75% of participants explaining their caring role to their college or university, 45% of this total said there was still no one there to help them (Sempik & Becker, 2013).
36
Q
international students
A
- International students’ unique challenges – Why understanding international Ttansitions to higher education matters (Ecochard & Fotheringham, 2017).
- 19% of the student body in the UK are International students.
- Standardised language proficiency tests (Bai, 2016) and traditional grammar-translation teaching methods (Wu & Hammond, 2011) Inadequately prepare students for this transition.
- Language proficiency impacts directly on academic success and socio-cultural integration (Akanwa, 2015; Wu & Hammond, 2011).
International students’ retention rates remain below home-student average across the UK HE sector (Chilvers, 2016).
37
Q
home sickness
A
- 94% of students report experiencing homesickness at some point.
- Homesickness does not interfere with academic performance (English et al., 2017).
- Dual Process Model of Homesickness (Stroebe et al., 2016).
- Preoccupation with family, friends, (separation from home) and,
- Attitude towards the new environment (relocation).
Students’ peer relationships and their contribution to university adjustment: the need to belong in the university community - students who reported strong attachment to their peers also demonstrated higher levels of adjustment to university life and attachment to their university (Maunder, 2018).
38
Q
transition to postgrad study
A
- Moving from undergraduate to postgraduate study necessitates a “leap of learning behaviours as great at least as that from pre-university to university study”, (Wisker et al., 2003).
- 64% of postgraduate students found the transition from undergraduate to postgraduate to be ‘difficult’ (West, 2012).
(Louise, doctoral student) [I feel] fear because I no longer have someone to structure my learning and development for me. But having said that I’m also so excited about the next three years and when I try to think of my PhD completion as a job rather than as being a student I realise it’s pretty much the best job in the world as far as I’m concerned (McPherson et al., 2017).
39
Q
graduate transitions (O’Regan, 2010)
A
- “Just that there’s so much possibility…I’m looking forward to getting a degree because I’ll have a degree, wow, (laughter)…but exciting future, maybe travelling. Being the person I could be…”
“I consider myself as a graduate but I don’t consider myself an adult yet either; a proper adult really. The only sign of being an adult which I don’t like is being taxed and having to pay a lot of that but that’s the only thing. I just don’t feel like it’s; I don’t feel like I’ve moved on enough from being a student…”
40
Q
those that attend university will:
A
- Earn more highly – at age 29 plus earnings for attending a Russell group university is around 10% higher than others in the same field (Belfield et al., 2018).
- Be healthier - Educational attainment was inversely associated with Cardiovascular disease even within categories of family income, income change, occupation, or parental educational level (Kubota et al., 2017).
Live longer - At age 25 women with less than a high school degree were estimated to live an average of 50 additional years, while women with a graduate or professional degree were estimated to live an extra 62 additional years – a difference of 12 years. The gap was even wider for men with a difference of 16 years (Hummer & Hernandez, 2013).
41
Q
why develop a new measure?
A
- Motivated strategies for learning questionnaire MSLQ used for 26 years, range of countries and environments (Credé & Phillips, 2011) (more like 36 years now). 86 questions
- Poor discriminant value especially in online environments (Cho & Summers, 2012)- when they came up with this measure no material was online (all paper based and in a classroom)- did not take into account the use of technology
- Number of questionnaires leads to survey fatigue, but research shows a core of willing respondents. (Porter, Whitcomb, & Weitzer, 2004).
Good use of technology enhances learning experience (Dean & Lima, 2017)
42
Q
examples of difficult MSLQ questions motivated strategy for learning questionnaire
A
- Example question 1: I ask the instructor to clarify concepts I don’t understand well
- Example question 2: If I can, I want to get better grades in this class than most of the other students.
- Example question 3: I attend class regularly
- What does disagreement mean here? Asking for help is an ideal point item, while average students may agree, high performing disagree as don’t need help and low performing don’t see help, it’s also not clear if the disagreement is because they wouldn’t seek help or have never misunderstood materials.
- What difference does this make to learning? Also conditional content - if I can, I want to get better grades, this depends on if they can, what if they don’t believe they can and is this same as not wanting to get better grades (are you in competition?)
Affected by technology- does lecture capture affect this
43
Q
DSML development
A
- Students completed MSLQ
- Several questions missed/poor relation to grade.
- Questions reworded and tested using panel of experts (3 rounds)
- Developed Draft Measure : 65 items
- 48 items taken/adapted from MSLQ on subscales such as task value and effort regulation
- 17 new questions covering use of digital materials, belief in strategies, and procrastination
- Validation of New measure : 6 factors- 24 Questions
- 3 questions unchanged from the original MSLQ
- 14 questions re-worded from original
- 7 New questions
- Length -Crede and Phillips found lots of redundancy in measuring similar things eg time and effort scales
Chi and summers also found test anxiety loaded separately to other factors- self regulation works differently in online learning environments
44
Q
DSML sub scales
A
- Self efficacy – 4 items
- Self-regulation – 7 items
- Study approach – 3 item
- Test anxiety – 4 items
- Course utility - 3 items
- Source diversity - 3 items
- Only the self-regulation subscale has been tested independently.
This showed that students with high levels of self-regulation were more likely to cope better with the move to emergency remote teaching. (Limniou et al. 2020)
45
Q
strategy 1- spacing (Kerfoot et al., 2007)
A
- Plan regular points to study across your course.
- Revisit information several times.
- As quickly as you learn information, you will then also forget it
- Set aside a bit of time every day
- Review information from each
- Go back and study important older information
Future learning depends on previous learning.
46
Q
strategy 2- interleaving (Rohrer, 2012)
A
- Helps fluency in Language learning
- Works best if you study different types of problems within the same area
- Review in a different order than you learned them
Aids finding links between concepts
47
Q
strategy 3- elaboration (Willoughby & Wood, 1994)
A
- Just copying information makes you less likely to recall or understand it later.
- Helps make connections between multiple ideas (compare and contrast ideas)
- Integrates new ideas with what you already know
Rephrasing information in your own words aids understanding
48
Q
strategy 4- multiple inputs (Lee, 2007)
A
- Dual coding, (using two types of information, e.g. words and pictures)
- When you have the information in two formats you learn better, because your brain processes information types differently.
Lee looked at Korean students learning English – looked at pairs of words which mean the same thing, but in English they change the sentence. (e.g football if you win the team this makes no sense, but you can beat the team. The word is the same in Korean. ) used pictures to help understanding.
49
Q
strategy 5- concrete examples (Paivio, Walsh & Bons, 1994)
A
- Abstract examples can be vague and hard to grasp
- Real-world examples help fix the ideas in your mind
- Examples can help us transfer ideas to novel situations
Increases understanding of concepts
50
Q
strategy 6- self testing & retrieval practice (roediger & karpicke, 2006)
A
- Writing and taking your own tests helps you:
- Become familiar with the material
- Identify gaps in your knowledge
- Reinforces what you’ve learnt
Recall more in the Test.
