Over the past few weeks, students across Years 7 to 12 have been busy completing a wide range of assessments. From preparing and performing scenes from Romeo and Juliet, to applying measurement skills while designing a park, to demonstrating their understanding of astronomy, students have been drawing on the knowledge and skills they have developed throughout the semester.
As we move into Term 4, attention will increasingly turn to examinations and tests. Our Unit 3 & 4 VCE students will soon commence their final exams, while students in Years 10 and 11, and those in 9A to 9D, will undertake end-of-semester examinations from mid-November.
One of the challenges of any test or exam is being able to successfully recall what has been learned and then apply that knowledge in the way the assessment requires. While many students are tempted to leave their revision until the last minute, research tells us that effective learning is not achieved through a night of cramming. Instead, long-term success comes from revisiting, recalling and applying knowledge over time.
This idea is supported by the work of German psychologist Hermann Ebbinghaus. In the late nineteenth century, Ebbinghaus conducted a series of experiments to better understand how memory works. His research led to the development of what is now known as the forgetting curve’. The forgetting curve demonstrates that, unless we actively revisit information, much of what we learn begins to fade soon after we have encountered it and continues to diminish over time.
Fortunately, the research also points to an effective solution. To strengthen memory and improve retention, students need to interrupt the forgetting curve through a process known as spaced retrieval practice.
Spaced retrieval involves repeatedly recalling information over an extended period of time. Rather than studying a topic intensely in a single session, students revisit content regularly, gradually increasing the time between reviews. This might begin with revising material several times in a week, then moving to weekly reviews. The effort involved in trying to remember information helps strengthen memory, making it easier to recall in the future.
Importantly, effective revision requires students to actively engage with their learning. Simply re-reading notes, while common, has been shown to be one of the least effective revision strategies. Instead, students are encouraged to use approaches that require them to think as they consolidate their understanding, and as they retrieve information from memory.
Across the year levels, students are introduced to a variety of evidence-based revision strategies that support long-term learning. These include creating summary notes using structured templates, developing mnemonics, constructing mind maps, using flash cards and completing practice questions. Each of these approaches helps students strengthen their understanding and move knowledge from short-term memory into long-term memory.
As families support students in the lead up to the Semester Two exam period, encouraging regular, spaced revision sessions can make a significant difference. Short, consistent periods of revision completed over several weeks are far more effective than last-minute cramming, and ongoing retrieval practice helps students build confidence in their ability to recall and apply what they have learned.