Progressive testing is based on the concept that one does not build on a weak foundation. It also emphasizes that students usually don't “get it all” on the first try. It is significantly different from “Chunk Testing,” which many of us have used for years.
Chunk testing involves covering a chapter and then administering a test on it. Any missed questions are reviewed, and this method of remediation is expected to be effective. The same process is applied to the next chapter, and so forth. Students are supposed to learn from these experiences and show their understanding on the final, midterm, or modular exam, where this information is tested again. However, this approach to teaching and testing encourages compartmentalization and can hinder higher-level thinking.
Progressive testing fully applies the principles of Bloom’s Taxonomy of Learning. First taught, then assessed, are the foundational aspects of the first chapter. This covers knowledge and comprehension levels. The student can often acquire this information simply by reading the text or viewing a PowerPoint lecture online or in class. Any questions missed are then remediated and re-evaluated to fix any gaps in the foundation. Chapter One is further examined using the application and analysis levels of Bloom’s Taxonomy. This is achieved through straightforward scenarios and cases where students analyze the situations and apply solutions based on the principles and foundations just learned. Once again, evaluation is incorporated.
Before teaching the higher Bloom levels of synthesis and evaluation, the student reviews the foundational material and is tested on it again for the next chapter. Weaknesses identified during this review are addressed through remediation. Then, the student builds on this foundation by applying and analyzing chapter two content using the same straightforward scenarios and cases as before. With two chapters covered, we can now combine information and encourage the student to think creatively at the levels of synthesis and evaluation. Students are continuously assessed on all material, with questions they miss and need remediation on appearing repeatedly in subsequent exams until they are consistently correct.
A sample schedule follows to help clarify the concept.
Prior to Day 1
- Students are directed to read the first chapter and then take an evaluation.
-
The evaluation is composed of low-level (knowledge and comprehension) questions
from Chapter 1.
Day 1
- The teacher provides remediation for any missed questions from the evaluation.
-
Material is presented in Chapter 1 by use of straight-forward scenarios and cases
(Bloom levels application and analysis) and involvement of the students.
- The students are then sent home with an assignment to read Chapter 2 and take an examination prior to arriving at the next class session.
- The examination consists of any questions missed on the first evaluation. Also included are application and analysis-level questions from Chapter 1. Finally, Chapter 2 foundational-level questions are included.
Day 2
-
The instructor provides remediation for any questions that were missed on the assigned
evaluation.
- Material is presented in Chapter 2 by use of straightforward scenarios and cases.
-
Material is presented in Chapter 1 using “Outside-the-Box” scenarios and cases and
requiring higher-level reasoning to resolve the situations.
-
The students are then again sent home with an assignment. Read Chapter 3 and take
the next evaluation prior to arriving at the next session.
-
The examination consists of any questions missed on the second evaluation. Synthesis
and evaluation-level questions from Chapter 1. Application and analysis level questions from Chapter 2 and Chapter 3 foundational level questions.
This process continues throughout the program. It is important to note that problem-solving experience starts on day 2. To succeed, students must learn to integrate their knowledge instead of compartmentalizing it. They are building on a solid foundation that allows for further learning. Additionally, students take a more active role in this type of learning, which leads to better retention. Finally, because lessons are taught through cases and scenarios, the question like “When are we ever going to need this information?” is easily answered.
If you would like to learn more about progressive testing and how to implement this concept, please schedule a Meet with an Educator training session.