The basic questions about testing children are: Do kids who are tested a lot learn more or less than kids who are not? and What is the best way to study? Research by WUSTL psychology professor Henry Roediger and a Purdue colleague that has been challenging the conventional wisdom on how best to study is included.

References:

1. Sept. 3, 2008 — Examining Exams in the Newsweek Web Exclusive

Rereading class notes may not be the best way to study. New research suggests that frequent testing -- even self-testing -- is a better bet for retaining information. WUSTL psychology professor Henry Roediger III says his study of 180 students shows the benefits of "the testing effect."

References:

1. July 27, 2008 — Ultimate Study Tool: Testing in the The New York Times

So you thought testing was just assessment and either neutral or actively harmful to learning? Well, think again. New research from the U.S. suggests that, far from being a recipe for a blighted childhood, repeated testing is one of the best ways to learn. The active retrieval of facts from the memory that occurs during testing is far more helpful for consolidating knowledge than passive studying.
This research was conducted by Purdue's Jeffrey Karpicke and WUSTL psychology professor Henry Roediger.

References:

1. April 25, 2008 — Give a leg up in the The Times Education Supplement (London UK)

WUSTL psychologists have made an intriguing discovery that could have profound implications for our understanding of human learning mechanisms - and immediate significance for students revising for examinations. The study, co-authored by psychology professor Henry Roediger, found that students understood and retained information more readily when subjected to frequent tests and quizzes while studying than students who simply read material over and over again.

References:

1. March 10, 2006 — Scientists discover how to pass exams in the Financial Times (England)