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Abstract

There has been a recent upsurge of interest in exploring how choices of methods and timing
of instruction affect the rate and persistence of learning. The authors review three lines of
experimentation-all conducted using educationally relevant materials and time intervals-
that call into question important aspects of common instructional practices. First,
research reveals that testing, although typically used merely as an assessment device,
directly potentiates learning and does so more effectively than other modes of study.
Second, recent analysis of the temporal dynamics of learning show that learning is most
durable when study time is distributed over much greater periods of time than is customary
in educational settings. Third, the interleaving of different types of practice problems
(which is quite rare in math and science texts) markedly improves learning. The authors
conclude by discussing the frequently observed dissociation between people's perceptions of
which learning procedures are most effective and which procedures actually promote
durable learning. © 2010 AERA.

Abstract

Laboratory studies show that taking a test on studied material promotes subsequent
learning and retention of that material on a final test (termed the testing effect).
Educational research has virtually ignored testing as a technique to improve classroom
learning. We investigated the testing effect in a college course. Students took weekly
quizzes followed by multiple choice criterial tests (unit tests and a cumulative final). Weekly
quizzes included multiple choice or short answer questions, after which feedback was
provided. As an exposure control, in some weeks students were presented target material
for additional reading. Quizzing, but not additional reading, improved performance on the
criterial tests relative to material not targeted by quizzes. Further, short answer quizzes
produced more robust benefits than multiple choice quizzes. This pattern converges with
laboratory findings showing that recall tests are more beneficial than recognition tests for
subsequent memory performance. We conclude that in the classroom testing can be used to
promote learning, not just to evaluate learning. © 2007 Psychology Press.
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The main purpose of this study is to present research related to assessment
students to practice their teaching of Islamic education in schools.
This study was a survey using a questionnaire
distributed to students in secondary schools. Practices
teaching in this study based on five domains of Muddaris,
Muaddib, Murabbi, Mursyid and navigator. This study involved 3166 people
students from secondary schools in six states, namely Selangor,
Kedah, Kelantan, Melaka, Johor and Sarawak. The selection of this state is to
obtain samples representing different regions and backgrounds in Australia.
In principle, the selection of schools and the sample was done with
multistage cluster sampling method. Overall findings of this study
shows that the mean is 3.75 for the domain Mudarris, Muaddib 4:24, Murabbi
4:01, Murshid 3.94 and 3.94 propagator.
1. INTRODUCTION