Mini-Tests: A Simple Technique for Better Studying
Studying for tests is rarely taught as a distinct skill set. Yet, students use a variety of strategies to prepare for upcoming tests. Some students read over their textbook chapters, highlighting important parts, while others write out their class notes.
A common concern among students is that they spend hours on the material but feel their knowledge slips away as soon as they close the book or put their notes down. Others often say they know the material but can’t retrieve their knowledge during the test.
One strategy that has proven successful for many students is creating fun mini-tests at home throughout the year. In this post, I will explore using mini-tests for learning and important tips for creating your own.
How Do Mini-Tests Help?
Mini-tests are an effective way of reinforcing learning and enhancing retention. Research indicates that the way we study influences how we store information in our mind and recall it later (Polack & Miller, 2022; Pan & Carpenter, 2023). Therefore, tests can be more accurately described as exercises in retrieving studied information. Yet, we commonly feel frustrated after studying and we can't summon the answers to our mind during during the test.
Using pre-test questions, or mini-tests it is called in this post, is a useful way to engage and encode (i.e., store) information in your mind that is often easier to remember. It does this by active engagement with the material using skills of critical thinking, brainstorming, and evaluating possible solutions before selecting an answer. This active engagement with learning can promote a deeper understanding and a better memory of the material.
Additionally, mini-tests offer the benefit of immediate feedback. That is, when a student answers correctly, it reinforces they are on the right track (Yang, Razo, & Persky, 2019). Conversely, when a student answers incorrectly, it causes further reflection and identifies areas of improvement. Immediate feedback plays a role in pinpointing weaknesses and where to focus your study efforts.
Importance of Practicing Test-Taking Itself
Mini-tests also help students to become more comfortable with the test taking event itself. For most, taking a test is a stressful experience, and how we manage our stress affects our performance. While some students can go into a test ready and relaxed to do their best, for others testing causes significant test anxiety, and they tend to underperform. Practicing with test-taking at home can help students to practice with feeling more comfortable with test formats, reduce their anxiety when questions become challenging, and improve their organization of thoughts. It is best to try to make the testing experience similar to the context you will have on the actual test day such as putting on a time limit, making a similar test format and similar conditions such as seating and free from common distractions at home (Shin, Masís-Obando, Keshavarzian, Dáve, & Norman, 2021). Regular practice generally helps students become familiar with the pacing and structure of exams, making them more confident and less stressed.
Tips for Using Mini-Tests as a Study Method
As promised, I’ve written down some useful tips for making your own mini-tests at home:
Tip #1: Understand Various Test Formats
Before creating a mini-tests, familiarize yourself with common test formats. Make your tests similar to ones you might see in your current class. This will help you design a realistic test-taking experience that closely mimics what will actually be on the test.
Tip #2: Be Self-Compassionate and Make it Fun!
Last thing I want is for a student to feel bad about their performance on these mini-tests. Make it fun and understand that you are setting the level of difficulty on the test. Reward yourself for right answers and frame questions you got wrong as an opportunity for growth before it really matters on the real test.
Tip #3: Use Different Types of Questions
Include a variety of question types, such as multiple-choice, true/false, short answer, and essay questions. This encourages encoding (i.e., learning) and creating memories for the information in different ways that can enhance recall later.
Tip #4: Imitate the Test-Taking Conditions
Create a realistic test-taking environment by setting a time limit, providing scratch paper, and eliminating distractions. Making it similar to the actual test can lower your stress response to any surprises on the day of.
Tip #5: Provide Immediate Feedback
After you complete the mini-test, take a deep breath and go through what you got right or wrong. Score the test and identify areas that need improvement. Encourage yourself to review the questions and how you came to your conclusions and understand why you missed them. This will help you to learn from your mistakes and enhance test-taking skills.
Tip #6: Reward Yourself and Take a Break
After working hard at studying, it important to reward yourself. Give yourself a break and engage in the things that bring you joy and happiness. Try to have fun with these tests and take risks with giving your answers on the tests while also being compassionate with yourself when you get an answer wrong.
References:
Polack, C. W., & Miller, R. R. (2022). Testing improves performance as well as assesses learning: A review of the testing effect with implications for models of learning. Journal of Experimental Psychology: Animal Learning and Cognition, 48(3), 222-241. https://doi.org/10.1037/xan0000323
Pan, S. C., & Carpenter, S. K. (2023). Prequestioning and pretesting effects: A review of empirical research, theoretical perspectives, and implications for educational practice. Educational Psychology Review, 35, 97.
Shin, Y. S., Masís-Obando, R., Keshavarzian, N., Dáve, R., & Norman, K. A. (2021). Context-dependent memory effects in two immersive virtual reality environments: On Mars and underwater. Psychonomic Bulletin & Review, 28(2), 574-582.
Yang, B. W., Razo, J., & Persky, A. M. (2019). Using testing as a learning tool. American Journal of Pharmaceutical Education, 83(9), 7324. https://doi.org/10.5688/ajpe7324
