Research School Network: Developing low stakes testing in Humanities at KS4

Reigate School is a large non-selective mixed secondary school in Surrey with a national average intake of disadvantaged children. Raising the attainment of disadvantaged children is a key focus for the school, particularly in light of more rigorous GCSEs which have threatened to increase the attainment gap. Cognitive science has given us some useful ideas and approaches for addressing these challenges.

One of the most prominent aspects of cognitive science is retrieval practice – frequent low stakes quizzing as a learning event. Many studies suggest that ​‘moderately stressful exercises in memory retrieval, such as quizzes and tests, enhance learning for the future’.[1]
Testing can therefore be seen as a both a teaching and learning approach, as well as a means of assessment. The value of frequent low stakes testing is recognised by Ofsted, in in particular its role in coherent curriculum planning to support long term retention.

With this in mind, the humanities department recently begun using frequent, low stakes testing to improve the retention of core knowledge. Our main approach involves setting students ten question tests in advance, as a retrieval homework, with the answers included. This strategy is aimed at reducing the level of stress associated with frequent testing and to provide all students with equal opportunities to achieve. Ultimately, the test is simply a tool to aid memory – a stepping stone to incorporating core information into longer, more extended responses.

In addition, the department has begun to use online quizzes, including live quiz starter activities, where children are assigned random groups and work together to correctly complete quiz questions at the beginning of a lesson. Whilst this is still a form of low stakes testing, the teacher uses the incoming data to identify groups who might benefit from intervention, whilst the rest of the class embed their learning in a collegial and motivational way.

Whilst it is too early to measure any impact on outcomes, early signs are promising. A sample of students agreed that it reduces stress of testing, as they ​‘know if they revise they will be fine’. They also understood that ​‘it helped them to remember facts and figures to use in their exams.’ Disadvantaged children are visibly more motivated, feeling able to access the information and being praised for their achievements. With demotivation being a key trigger for disadvantaged children switching off, this approach seems to be improving self-confidence.

Kelly Sutton
Associate Assistant Head teacher and Head of Humanities
Reigate School











[1]A. Shimamuraand J. Kihlstrom, 2011.