What is desirable difficulties and how can teachers implement it in assessments?

• A. Challenging but goal-oriented tasks that improve retention; implement via varied retrieval intervals, interleaved practice, and low-stakes challenges.
• B. Make assessments as easy as possible to maximize scores.
• C. Avoid spacing and retrieval practice because it slows learning.
• D. Only use high-stakes exams to measure mastery.

Answer: (A)

Desirable difficulties are learning experiences that feel a bit harder during practice because they require more effortful processing, but that effort boosts long-term retention and the ability to use knowledge in new situations. In assessments, teachers can put this into action by designing tasks that require retrieval from memory (not just recognizing information), spacing practice over time, and interleaving different topics or problem types within assessments. Low-stakes formats help students engage with the challenging aspects without fear of penalties, making it easier to benefit from the effort. Examples include short, frequent quizzes across weeks, retrieval prompts that students can attempt over time, and mixed-topic or mixed-skill problems that force learners to apply knowledge in varied contexts. The aim is to balance meaningful, goal-directed challenges with opportunities for feedback so the effort translates into durable learning.