Photo courtesy of Alberto G via Flickr.
Rodriguez argues that the rote memorization of facts for test-taking is an ineffective way to learn.
By Gabriella Rodriguez ’27
Opinion Editor
When it comes to putting the knowledge that we’ve gained into practice, especially in an academic setting, the most effective method is not always clear.
While tools like worksheets, flashcards and true-or-false questions can be a quick way to write down and recite information, the actual application of material is what cements it in students’ memory in the long term. Pairing up terms is one skill, but using them in the real world is another.
Say, for example, that students learn a list of vocabulary words in a world language class. They study these vocabulary words in both their native language and the language that they are learning. When the time comes for the exam, they sit down to fill out a sheet of paper. Each question has a vocabulary word in their native language.
In the corresponding blank line, they are supposed to write the word in the language they are learning. They move on to the next unit, and the cycle repeats. While learning vocabulary words by association is a good idea in concept, they only become useful when they are consistently integrated into common speech — the “use it or lose it” principle.
Ultimately, exams of this nature have little consequence because the students do not actually learn how to implement the information they’ve gathered into their speaking and writing. To retain this knowledge, students must continually use the new vocabulary that they have learned in their conversations in the language that they are learning.
Otherwise, they will forget this information and likely will have to relearn it — making the original process effectively useless. It can be frustrating to retread, so eliminating the need to relearn in the first place is the best course of action. By keeping greater momentum from the start, even though it might mean spending more time on each unit, students can compound knowledge more effectively.
When filling out assignments with word banks and matching sections, an important question arises: Are students learning how to pair up terms, or are they just using the process of elimination to find the answer? The answer might be a little bit of both. Word banks eliminate the need for students to retrieve terms from memory and can encourage them to make associations. Matching terms to their definitions repeatedly encourages stronger connections between the two.
However, keying in the correct response again and again does not guarantee true comprehension of the material. There is a certain gratification that comes with pairing two terms correctly that is ultimately short-lived. Longer-term success will come from regularly implementing this knowledge into real scenarios.
When studying languages, we should treat them as a practice-based study — similar to the way that we teach mathematics. For example, in calculus, we can learn equations, but it is only through word problems and real-world scenarios that we can fully grasp the real-world impact of what we study. Indeed, flashcards can teach us association, but mere association does not necessarily equate to long-term memorization and learning.
It is not enough to know, for example, that a certain battle occurred in a certain year; without understanding the political, social and cultural consequences of the battle, we cannot start a dialogue, which is the real reason we learn history. Instead of treating chronology as a matter of memorization and retrieval, we should place greater emphasis on the “why” — the cause and effect implications of the material that we study.
The same principle applies to true or false quizzes, which are not an accurate metric of a person’s understanding of the material. While, yes, a student can identify whether a statement is factually valid or not, this does not necessarily mean that they are able to relate that information to a larger context. Rather than simply remembering whether a statement is true or false, students should seek to understand the implications of what they learn.
While worksheets and flashcards may work for short-term memorization, actually applying information in a practical context is the only way to ensure long-term retention. By encouraging students to expand the scope of what they learn, they can build upon their knowledge and advance further in their studies.