Are We Assessing Spelling… or Short-Term Memory?

If you’ve ever helped your child learn a list of spellings for Friday’s test, you might have experienced something frustrating.

On Friday, they score 10/10.

A week later, those same words appear misspelled in their writing.

So what happened?

Did they really learn those spellings, or did they simply remember them long enough for the test?

It’s a question that has generated a lot of discussion in education, and one that’s worth exploring.

Spelling tests aren’t the problem

Before we go any further, I want to be clear.

This isn’t an argument against spelling tests.

Retrieval practice, where children recall information from memory, is a well-established learning strategy. Regular, low-stakes testing can strengthen memory and help learning become more secure.

The question isn’t whether spelling tests have a place.

The question is what they’re assessing and how they fit into a child’s overall spelling instruction.

Two children. Two very different outcomes.

Imagine these two children.

Child A

• Memorises ten spelling words.
• Scores 10/10 on Friday.
• Misspells several of those same words in their independent writing the following week.

Child B

• Works just as hard.
• Finds memorising lists much more difficult.
• Scores 3/10.
• Begins to lose confidence in their spelling ability.

Although their scores are very different, neither tells us everything we need to know.

Can Child A apply those spellings independently?

Does Child B understand the spelling pattern but struggle to remember a list of isolated words?

The test alone can’t answer those questions.

What does the research say?

Research consistently supports explicit spelling instruction.

Children make stronger progress when they are taught:

• Sound to letter relationships through systematic phonics.
• Common spelling patterns.
• Prefixes, suffixes and root words.
• Opportunities to apply spellings in meaningful writing.
• Regular review of previously taught patterns over time.

This is why many evidence-informed approaches, including those advocated by literacy experts such as Chris Such, place such a strong emphasis on teaching the structure of the English spelling system rather than relying solely on memorising weekly word lists.

Children certainly need to learn individual spellings.

They also need to understand why words are spelled the way they are.

Retrieval still matters

Learning spelling patterns does not replace retrieval practice.

In fact, retrieval is one of the ways those patterns become embedded in long-term memory.

A weekly spelling test can be a valuable retrieval opportunity.

However, if children only ever retrieve the exact ten words they have practised all week, we may only be measuring whether they remembered that particular list.

A more informative assessment might include:

• Previously taught words.
• Unfamiliar words using the same spelling pattern.
• A dictated sentence.
• Discussion about any errors that were made.

This gives teachers a clearer picture of whether children understand the underlying spelling principle and whether they can apply it in different contexts.

The real goal

Ultimately, the aim isn’t for children to remember ten words until Friday afternoon.

It’s for them to become confident, independent writers who can draw on their spelling knowledge whenever they write.

That comes from combining:

• Explicit teaching.
• Retrieval practice.
• Regular review.
• Meaningful application.
• Thoughtful feedback.

Spelling tests can absolutely play a role in that process.

The challenge is making sure they assess understanding as well as memory.

Because the best spelling instruction doesn’t simply help children pass a test.

It helps them become confident, lifelong spellers.