Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/3-1-2-case-study-emma-smith

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Generative Learning - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified.md) › Case Study: Emma Smith

# Case Study: Emma Smith

CPD: Generative Learning (by Zoe & Mark Enser), topic 3.1.2

## The Study

The study was a trial for the Institute of Effective Education looking
at the effectiveness of low-stakes quizzes in year 8 geography and history
classes.

### Methods

![Methods](https://image-v2.cdn.app.senecalearning.com/courseImages/chemistry/2.3.4%20Nanotechnology/question-mark-2492009_640-min.jpg)

-  Once a week, half of the classes sat a quick, ten-question quiz at
the start of their lesson before being given the answers so that they could
mark their own work.

### Methods (cont.)

![Methods (cont.)](https://image-v2.cdn.app.senecalearning.com/2019-05/a0c57770-836c-4293-8e1d-13b450a765b4/exam-paper-.jpg)

- At the end of the year, all pupils in year 8 sat an
assessment, and we compared how they did with their first assessment of
the year.

### Methods (cont.)

![Methods (cont.)](https://image-v2.cdn.app.senecalearning.com/2020-02/848cd413-40f4-4669-9460-fac2ceb52ef9/statistics-graph-trend-chart-bar-arrow.png)

- In doing this, we could examine how those pupils in the classes
who completed the quizzes compared to those whose classes did not.

### Results

![Results](https://image-v2.cdn.app.senecalearning.com/2020-06/6187c98a-7119-4994-b99b-df21f901f4b8/board-973989_1920.jpg)

- Everyone benefited to some extent from the
quizzes, but the effect was greater in the geography classes than in the history classes.
- This possibly happened because the geography questions were often a little more complex
than the history ones and needed the pupils to draw on a wider body of
knowledge to answer them. 
- Thus, the geography
questions were more generative in nature, requiring pupils to
go through that process of selection, organisation and integration.

### Application

![Application](https://image-v2.cdn.app.senecalearning.com/2018-08/d4780e95-4da1-4c1d-bd4c-b0b9c4c8c9a7/chemistry-lesson.jpg)

- This study has helped to shape how Emma & Mark's school uses self-testing, with advice to
staff to think carefully about how they approach question selection in their
retrieval quizzes and give thought to whether the questions require pupils
to think hard about the material to be learned.

## Test yourself on Case Study: Emma Smith

- Why is it important to motivate students to use self-testing strategies?

[Practise this topic for free](https://app.senecalearning.com/classroom/course/1fe06c82-131b-4c3c-908d-894226f6e845/section/04a9c3be-fb47-4bf0-8b59-971b0d3e8305/session)

- Previous topic: [3.1.1 Learning by Self-Testing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/3-1-1-learning-by-self-testing.md)
- Next topic: [4.1.1 Learning by Self-Explaining](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/4-1-1-learning-by-self-explaining.md)

## CPD: Generative Learning (by Zoe & Mark Enser) contents

### 1 Introduction
- 1.1 From Teaching to Learning
  - [1.1.1 Context in the Education Landscape 1](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/1-1-1-context-in-the-education-landscape-1.md)
  - [1.1.2 Context in the Education Landscape 2](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/1-1-2-context-in-the-education-landscape-2.md)

### 2 Summarising
- 2.1 Learning by Summarising
  - [2.1.1 What is a Summary?](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-1-what-is-a-summary.md)
  - [2.1.2 Learn by Summarising](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-2-learn-by-summarising.md)
  - [2.1.3 Summarisation at Work](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-3-summarisation-at-work.md)
  - [2.1.4 Case Study: Adam Riches](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-4-case-study-adam-riches.md)

### 3 Self-Testing
- 3.1 Learning by Self-Testing
  - [3.1.1 Learning by Self-Testing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/3-1-1-learning-by-self-testing.md)
  - [3.1.2 Case Study: Emma Smith](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/3-1-2-case-study-emma-smith.md)

### 4 Self-Explaining
- 4.1 Learning by Self-Explaining
  - [4.1.1 Learning by Self-Explaining](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/4-1-1-learning-by-self-explaining.md)
  - [4.1.2 Case Study: Ceridwen Eccles](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/4-1-2-case-study-ceridwen-eccles.md)