Pre-testing: Why answering questions before studying can improve learning

Pre-Testing is also known as Pre-Questioning or Pre-Instruction Testing. The appellations for the strategy differ depending on how approach or style in study. Focusing on its nuts and bolts, it is a study strategy in which a student attempts to answer questions, takes quizzes, or recall information about a topic before studying it formally. In other words, pre-testing is an evidence-based strategy where students attempt to answer questions, or solve problems on a topic before studying the material, attending a lesson, or lecture. 

Therefore, instead of reading notes or studying a textbook first, learners test what they already know. They identify gaps in their knowledge. Then, embark on studying the material in order to improve understanding. In a deeper sense, it is important to juxtapose Pre-Testing with common Revision Tests. The latter typically checks information learnt previously, while the former is given before the learner has studied a new topic. 

Digging deeper, pre-testing is a practical way of preparing the mortal mind for learning by asking quality questions before studying a topic in an in-depth manner. So, apart from being a suitable study strategy in enquiry or inquiry-based learning (IBL), it also equips learners to point-out gaps, focus attention and improve understanding. More so, when combined with careful study and corrective feedback. The key principle is simple; you test what you think you know before studying. Learn what you do not know. Then, test yourself. However, pre-testing does not guarantee improved learning in every situation. Meaning, its effectiveness depends on material, question, learner’s prior knowledge, and what happens after a particular test. More importantly, while using it, this is the caution: A wrong answer can reinforce a misconception in case it is not corrected. No wonder, it is advisable to follow pre-testing with accurate explanations and feedback. 

Pre-testing is not attributed to one single originator. For it developed through longitudinal research in Educational Psychology, memory and learning. Important related developments include: (1) Early educational testing, in which teachers have been using questions before lessons to assess learners’ prior knowledge, (2) research on presenting, where educational psychologists have investigated how answering questions before instruction affects later learning and memory, and (3) pre-testing effect, of which research has demonstrated that attempting to answer questions before receiving relevant information improves later learning; even when the initial answers are incorrect. In actual sense, great scholars such as Elizabeth L. Kornell, Matthew Hays and Robert A. Bjork have contributed to research on learning through testing, and beautiful benefits of attempting retrieval before learning. 

Pre-testing works alongside several related learning mechanisms, which include: (1) The pre-testing effect: Trying to answer questions before learning the answers improves subsequent retention of information. (2) Attention and curiosity: An unsewered question can make the learner become more attentive and perceptive to relevant explanation. (3) Knowledge gap awareness: Discovering what someone does not know is both a guide and an aide to further study. (4) Retrieval practice: Attempting to recall information strengthens learning in manifold instances; especially when reinforced with feedback. (5) Elaboration: Thinking about a possible answer creates connections that help learners understand correct explanation later. 

Use questions that cover main ideas of the topic. Attempt the test before reading detailed notes. Do not become discouraged by incorrect answers. Check every answer against a reliable source of knowledge. Spend extra time on questions you answered incorrectly or could not answer. Repeat the test after studying, preferably with some new questions. Re-visit the topic after a few days to check on your long-term retention (LTR). Combine pre-testing with other study strategies such as spaced repetition, practice testing, brain-dumping, colour-coding, concrete examples, et cetera. Several study strategies can complement one another. For example, a learner can pre-test before a lesson. Use brain-dumping to recall the information. Apply spaced-repetition over the following week. 

Prime your brain: Struggling with a question you do not know yet activates relevant mental pathways, and creates curiosity about the gap. Make educated or wild guesses: Making mistakes or guessing wrongly is not wanton wastage of time, but it signals your brain to pay closer attention when you later encounter correct answer. Guide your attention: Knowing what you missed helps you focus your notes, reading and listening on exact concepts you ought to learn. Therefore, for a successful pre-testing session, gather the questions, attempt without peeking, study the material, then review and correct. 

A student can use the following practical quotidian routine for a 30-minute study session. Firstly, use 5 minutes to preview the questions. How? Read the topic heading, and prepare 5 questions. Secondly, use 5 minutes to attempt the pre-test: By answering without consulting notes or textbooks. Thirdly, use 15 minutes to study and correct. That is, read carefully. Verify answers as you focus on weak areas. Then, use 5 minutes to take a follow up test. Answer questions again without notes as you correct remaining mistakes. 

By opting for pre-testing as the study strategy, (a) learners improve long-term learning, (b) learners activate prior knowledge, (c) learners identify knowledge gaps, (d) learners increase concentration or attention span, (e) learners engage in active study, (f) learners point-out misconceptions, (g) learners improve study strategy, and (h) learners prepare for examinations.