Test scores of students choosing a frequent (chapter-by-chapter) testing program were compared with scores of students choosing a unit (four-chapter) testing program. Unlike previous reports, neither option was associated with superior performance. The advisability of allowing students to select their preferred testing option is highlighted.
Get full access to this article
View all access options for this article.
References
1.
BenjaminL. T.HopkinsJ. R.Jr.NationJ. R. (1987). Psychology.New York: Macmillan.
2.
DustinD. (1971). Some effects of exam frequency. The Psychological Record, 21, 409–414.
3.
FitchM. L.DruckerA. J.NortonJ. A.Jr. (1951). Frequent testing as a motivating factor in a large lecture class. The Journal of Educational Psychology, 42, 1–20.
4.
FulkersonF. E.MartinG. (1981). Effects of exam frequency on student performance, evaluations of instructor, and test anxiety. Teaching of Psychology, 8, 90–93.
5.
KeysN. (1934). The influence on learning and retention of weekly as opposed to monthly tests. Journal of Educational Psychology, 25, 427–436.
6.
TurneyA. H. (1931). The effects of frequent short objective tests upon the achievement of college students in educational psychology. School and Society, 33, 760–762.
