Toku can use repeated performance and varied questions to build a better picture of security than a single item can provide.
Performance is a sample
Assessment evidence is always incomplete, so formative decisions become stronger when they draw on patterns rather than one item.[1]
Immediate success may not last
Spacing research shows that information can look secure during concentrated practice but be harder to retrieve after a delay.[2]
Different forms test flexibility
Mixed and interleaved practice can show whether the child recognises the underlying problem rather than only repeating a cued procedure.[3]
相關 Toku 科學頁面
參考文獻
- Paul Black & Dylan Wiliam (1998). Assessment and classroom learning. Assessment in Education.
- Nicholas J. Cepeda et al. (2006). Distributed practice in verbal recall tasks: a review and quantitative synthesis. Psychological Bulletin.
- Doug Rohrer, Robert F. Dedrick & Sandra Stershic (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology.