Are exams enough? Using Frequent Low-stakes Assessments to Boost Learning

With finals looming, it is a great time to reflect on whether we provide our students with the appropriate amount of practice and feedback they need to succeed. One question in particular we may want to ask is, “should I be testing students more often?” For many years now educational researchers have highlighted important findings suggesting that the act of testing itself can lead to better retention of course material than studying the same material for an equivalent amount of time. However, since testing is typically considered an assessment tool, retrieval practice is often an underutilized learning tool.

What are some examples of frequent low-stakes assessments?

• In-class polling activities (Zoom, Kahoot, Top Hat, Poll Everywhere, etc.)
• Weekly quizzes
• Practice quizzes
• Small-group problem solving
• Peer review or self-assessments using rubrics
• Minute papers
• Reflective journals, blog posts, or vlogs
• Discussion boards

Additionally, offering opportunities for students to receive critical feedback on their performance helps to guide the learning process. It also helps us create opportunities to further grow students’ self-efficacy and identify misconceptions and gaps in their learning along the way. Providing meaningful and timely feedback also encourages students to:

• become more accurately aware of their performance;
• make adjustments to their study habits before it’s too late;
• attend class and be actively engaged;
• seek out resources for additional support; and
• better prepare for exams or high-stakes assessments.

Lastly, providing students with frequent low-stakes assessments may have the added benefits of reducing students' test anxiety and gives instructors the opportunity to:

• use data to prepare and adjust lesson plans;
• analyze data to guide exam creation;
• address gaps or misconceptions in student learning; and
• create supplemental activities as needed.

At the very least, this teaching strategy ensures that midterms and exams are not the first or the only feedback students receive about their performance in our courses!