There’s not just one. Using a combination of research-informed strategies can boost learners’ exam outcomes
It may seem obvious but revising beforehand improves pupils’ outcomes in exams. However, the way learners revise and the revision techniques they use can have a big influence on these outcomes. When it comes to effective revision techniques, there has been an explosion in the discussion of evidence-based techniques, such as retrieval practice and spaced practice. Many teachers and schools now advise their pupils to use these during revision, but how can we be sure that these techniques are effective for chemistry revision?
When looking into effective revision techniques, you will be hard pushed to find an article that doesn’t mention or is not based on the work of John Dunlosky et al. This paper draws on evidence from psychology experiments that typically compare the test performance of an intervention group to a control group. A common comparison is that of testing (retrieval practice) versus re-reading, which shows that taking practice tests leads to a better final test.
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Find ideas and tips from other teachers, plus TikToks to help your learners revise.
Although this research gives insight into effective revision techniques, the researchers assume the students are using the compared techniques for the same purpose. For example, if the aim is to remember facts or definitions, then using retrieval practice is a great strategy to use. However, if the learners want to (re)familiarise themselves with a broader concept or topic, then (re)reading notes or a textbook may be better than testing themselves on isolated facts or definitions.
Interestingly, in a 2021 meta-analysis, Gregory Donoghue and John Hattie explored the studies originally reviewed by John Dunlosky et al and showed that all of the techniques reported were effective. Additionally, pupils will use a range of different techniques during revision. Therefore, rather than seeing one individual revision strategy as better or more effective than another, it is more appropriate to acknowledge that the different techniques can and should work effectively together.
It may seem obvious but revising beforehand improves pupils’ outcomes in exams. However, the way learners revise and the revision techniques they use can have a big influence on these outcomes. When it comes to effective revision techniques, there has been an explosion in the discussion of evidence-based techniques, such as this article on retrieval practice and spaced practice (rsc.li/4990cY9). Many teachers and schools now advise their pupils to use these during revision, but how can we be sure that these techniques are effective for chemistry revision?
When looking into effective revision techniques, you will be hard pushed to find an article that doesn’t mention or is not based on the work of John Dunlosky et al (bit.ly/47ESEtL). This paper draws on evidence from psychology experiments that typically compare the test performance of an intervention group to a control group. A common comparison is that of testing (retrieval practice) versus re-reading, which shows that taking practice tests leads to a better final test.
Although this research gives insight into effective revision techniques, the researchers assume the students are using the compared techniques for the same purpose. For example, if the aim is to remember facts or definitions, then using retrieval practice is a great strategy to try (rsc.li/43Vp55V). However, if the learners want to (re)familiarise themselves with a broader concept or topic, then (re)reading notes or a textbook may be better than testing themselves on isolated facts or definitions.
Interestingly, in a 2021 meta-analysis, Gregory Donoghue and John Hattie explored the studies originally reviewed by John Dunlosky et al and showed that all of the techniques reported were effective (bit.ly/3JYQ25U). Additionally, pupils will use a range of different techniques during revision. Therefore, rather than seeing one individual revision strategy as better or more effective than another, it is more appropriate to acknowledge that the different techniques can and should work effectively together.
Helping your pupils revise
One of the biggest issues is that learners don’t always use these techniques when they come to revise, even if they know they are effective. When talking to your pupils about their revision, give them a simplified view of the different types of revision techniques. By bringing similar approaches together, we end up with the following list:
- reading and re-reading
- self-testing and quizzing
- explaining and summarising
- using past exam questions.
Emphasise that reading and re-reading should not be the dominant technique for revision. Encourage learners to generate a resource, such as flashcards, summaries and/or concept maps during, or immediately after, reading about a topic they are not confident in. Spacing also enhances the impact of reading and re-reading, so advise your pupils to include gaps in their revision between periods of reading material related to the same topic.
Use apps or premade quizzes for factual recall to reduce the time burden of making resources
Self-testing and quizzing are arguably among the most effective revision techniques that pupils can use. Instruct them to balance their time between engaging in self-testing and making their own quiz resources, such as flashcards. If learners use apps or premade quizzes for factual recall then it will reduce the time burden of making resources so they can allocate more time to self-testing, which is more effective for learning.
When pupils need to revise more complex concepts, models and ideas, encourage them to generate resources that enable them to explain and demonstrate how the relevant knowledge links together. Suggest they make concept maps, mind maps and knowledge organisers. Emphasise to learners that when they make these types of resources they should not just copy out the information but summarise instead.
Using past exam questions is a critical activity during revision, as past questions support pupils to become familiar with the different formats of questions, the command terms and expected answers. You may use past exam papers in a range of different ways but recommend to your classes that they use them during their own revision time too. When using complete past exam papers independently, encourage pupils to answer whole questions before using the mark scheme to mark and correct their own answers.
From techniques to tactics
As outlined above, make sure your learners are familiar with a variety of different revision techniques and they use the techniques together. That being said, the way pupils revise and the techniques they adopt will depend on how close to the final exam they are. Emphasise that they need to use self-testing and quizzing in all revision sessions. However, in the early stages of the revision period, encourage pupils to use reading, re-reading, explaining and summarising techniques. As the final exam draws nearer, advise them to spend more time using past exam questions and reduce the amount of time they spend reading. Good luck!
Gareth Bates trained as a secondary school science teacher, working in several secondary schools before moving into higher education
Swot up on revision articles, TikToks and more on the Education in Chemistry website: rsc.li/3WBGHjp
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