More frequent testing is significantly superior as an assessment strategy compared to waiting for a final summative assessment at the end of a unit. The research is overwhelming in support of this notion, and is based on the idea that testing triggers the retrieval process. Retrieval involves a search in the long-term memory for a specific target, but it is thought that during this process related information also surfaces, thereby creating more pathways to the target when the target is needed to be remembered at a later date. This approach is also significantly better than simply rereading or studying information, with students producing better results when finally tested on the material being taught.

 

This research has large implications for the classroom, with teachers advised to set more low stakes tests to enhance learning. The types of tests that can be used are quite varied, with short answer to multiple choice all available as effective methods to generate retrieval of information. But perhaps most surprising and validating is that this process is thought to actually increase the likelihood of a student being able to transfer knowledge and learning into a different context than the one explicitly tested. See here for more on the research, and how multiple choice can be used to effectively assess for learning.