This study examined the utility of Web-based quizzing. We assigned 3 classes to a no-quiz, in-class quiz, or Web-based quiz condition. Midsemester results demonstrated a positive effect for in-class quizzing but not Web-based quizzing. After several adjustments in quiz presentation and duration, the Web-based group increased exam performance to a level equivalent to the in-class quiz group for the second half of the semester. These results illustrate that online quizzing can be as effective as in-class quizzing, but only under specific conditions.
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