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Literature Review on Low Stakes Testing and Course Performance.
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Literature Review on Low Stakes Testing and Course Performance.
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Literature Review on Low Stakes Testing and Course Performance RRN 2621Prepared by Jessica Beverson September 2023
Literature Review on Low-Stakes Testing:
Introduction:
In the realm of education, assessments serve as vital tools for measuring students' understanding and progress. While
high-stakes assessments, with their significant impact on grades and advancement, often take the spotlight, a quieter yet
equally important form of evaluation exists – low-stakes testing. This literature review is going to cover scholarly work
examining the relationship between low stakes testing and course performance. There will also be discussion regarding
different forms of low stakes testing as well as factors that affect students’ test-taking performance. By comprehending
the nuances of low-stakes testing, educators, policymakers, and students can harness its potential to enhance learning
outcomes, improve pedagogical approaches, and create a well-rounded assessment framework.
Purpose:
The Vice President of Instruction (VP) submitted a research request for the Office of Institutional Effectiveness,
Research and Planning (OIERP) to conduct a literature review. Through an in-depth analysis of scholarly literature, we
seek to answer key questions surrounding low-stakes testing, such as:
• What are the different types of low stakes testing?
• Does low stakes testing lead to increased learning?
• How effective is low stakes testing by discipline as well as aggregated?
• How is low stakes testing related to course success and persistence?
• How is low stakes testing related to disproportionate impact?
Findings:
Note, there was no specific research found regarding disproportionate impact in the realm of low stakes testing. There
was also little research in regard to low stakes testing by discipline. However, the researcher focused on the different
forms of low stakes testing as well as the variables influencing students’ performance. The intention was to initiate a
comprehensive dialogue across the campus about the integration of this methodology into the classroom. Following this
methodology, the answers to the research questions above are listed below:
• Low-stakes testing encompasses various forms such as quizzes, rapid-response tasks, and assignments. While
additional types exist, limited research has been conducted on them.
• Evidence suggests that low-stakes testing enhances memory retention by engaging the active retrieval of
information from memory, as opposed to relying solely on passive studying.
• Low stakes testing has been shown to be an effective pedagogical tool within education and psychology
disciplines, but there is not enough research to conclude that low stakes testing is effective over all disciplines.
• Research indicates that low stakes testing not only boosts performance on subsequent exams but also elevates
the likelihood of successfully completing the course.
• The answer to the final question remains ambiguous due to the limited availability of research regarding the
effects of low stakes testing on disproportionately impacted groups.
, Literature Review on Low Stakes Testing and Course Performance RRN2621
Prepared by Jessica Beverson August 2023
Review of the testing effect
The testing effect, also known as retrieval practice, is a cognitive phenomenon that challenges conventional notions of
learning. It centers around the idea that actively retrieving information from memory, through testing or quizzes,
significantly enhances long-term retention compared to more passive studying methods. Sotola & Crede (2021)
confirmed this when they took a look at the numerous theoretical explanations for the finding of the testing effect and
found that the process of retrieval, when students are tested, is a crucial component. One explanation for this effect is
that repeated testing forces students to reencode the information they have learned, whereas restudying materials
requires them to only reproduce the encoding of the learned knowledge (Karpicke & Roediger, 2008 as cited in Yang et
al., 2021). Rather than merely re-reading or reviewing materials, engaging in retrieval practice requires students to
actively recall and reconstruct the information, reinforcing neural connections and facilitating durable learning.
To elaborate, Iwamoto et al. (2017) cites Roediger & Butler (2011b) when they identified five points regarding the
testing effect:
• Testing produces better retention relative to passive studying methods (e.g., re-reading material).
• Testing repeatedly is more beneficial than taking a single test.
• The testing effect can be seen when no feedback (providing correct answers) is given after a test, however,
providing feedback yields greater benefits.
• Some time is required between being exposed to material and testing for retrieval practice to be beneficial.
• The benefits of the testing effect are not constrained to learning a specific response, rather, can be generalized
to different contexts.
Previous research done in regard to the testing effect has been focused on different types of memory tests, a wide range
of materials, across different schedules of studying and testing, and with or without feedback. However, Putnam &
Roediger (2017) wanted to investigate the influence of response mode on the testing effect. The authors cited Kellog
(2007) who theorized that because speaking is less practiced than writing, and therefore requires fewer cognitive
resources, that speaking would produce better recall. Putnam & Roediger (2017) conducted a study using different
response modes (typed, spoken, or covert) with both an experimental and control group. In summary, they found that
using different response modes did not have a significant impact on the testing effect in paired-associative learning. These
studies suggest that the testing effect is an important tool in students’ education regardless of modality (i.e., quizzes,
assignments, response type, etc.). Acknowledging the existence of the testing effect, the question becomes, “Is there an
optimal way to utilize this effect?”
Review of the different types of low stakes testing
In the ever-evolving landscape of education, educators continuously seek innovative approaches to improve students’
learning outcomes and foster a deeper understanding of the material. One such pedagogical tool that has gained
significant attention is low stakes testing. Low stakes testing refers to assessments that carry minimal weight in
determining students’ final grades but are administered frequently throughout the course. These quizzes/assignments are
designed to be less intimidating, allowing students to engage with the material regularly and receive prompt feedback on
their performance. By encouraging active retrieval and reinforcing learning, low-stakes testing offers a distinct approach
to promoting long-term retention and application of knowledge. There is an array of low-stakes assessments, but for the
purpose of this literature review, the discussion will focus on quizzes, quick-response activities, and assignments.
Quizzes
Quizzing is the most common form of low stakes testing as it is the most versatile, it is quick and informal, and has the
inherent ability to strike a balance between assessment and learning enhancement. Quizzing requires students to actively
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