Correlation between frequent testing and student performance

Martin, R. Bruce; Srikameswaran, Kam

doi:10.1021/ed051p485

Cited by 15 publications

(13 citation statements)

References 1 publication

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“…Along the same line, Geist and Soehren (1997) and Ballard and Johnson (2004) found evidence in favor of weekly quizzes compared with no quiz indicating that weekly quizzes enhance students' performance. The finding of the present study is also consistent with studies such as Martin and Srikameswaran (1974), Graham (1999) and Kamuche (2005), who confirmed that students who received weekly quizzes outscored students who received no quiz during the course. Surprisingly enough, in contrast with the aforementioned findings, Haberyan (2003), in his study, found that there was no significant difference between the weekly quiz group and no-quiz control group students' performance in the class.…”

Section: Resultssupporting

confidence: 92%

“…As frequent testing motivates students to do extra work in the class (Martin & Srikameswaran, 1974), it makes the long-term retention of the materials possible. The short nature of frequent quizzes facilitates and reinforces the learning of materials in a systematic way, because everything is being tested and then stored in small chunks systematically (Fulkerson & Martin, 1981).…”

Section: Resultsmentioning

confidence: 99%

“…The experimental group outperformed the control group, suggesting that frequent testing leads to efficient learning. Martin and Srikameswaran (1974) investigated the effects of frequent testing upon long-term retention of content in a Chemistry class. The study included two groups, experimental and control, and all things including the materials, assignments, teaching methodology, and final exams were exactly the same.…”

Section: Review Of the Related Literaturementioning

confidence: 99%

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The Effect of Weekly Quizzes on Students’ Final Achievement Score

Gholami¹,

Moghaddam²

2013

IJMECS

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The present study aimed at investigating the effect of weekly quizzes on Iranian high school students' performance on final achievement tests. This effect, which is technically referred to as washback, is defined as the effect of testing on learning and teaching. Most scholars have attempted to provide guidelines in order to achieve positive washback. While some suggest frequent quizzes as a means of positive washback, others oppose the idea. The proponents claim that frequent quizzes stimulate practice and review, give the students more opportunities for feedback and have a positive influence on students' study time. The opponents, on the other hand, believe that too frequent testing might inhibit of larger units of instructional material and frustrate anxious students, and thus, hinder learning. This study explored whether students taking weekly quizzes performed better in the final achievement tests. 70 students studying in grade two of high school were selected and divided into two groups. One group received weekly quizzes and the other group took only midterm exam. The results indicated that the group with weekly quizzes performed better than the group without quizzes.

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Section: Resultssupporting

confidence: 92%

Section: Resultsmentioning

confidence: 99%

Section: Review Of the Related Literaturementioning

confidence: 99%

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The Effect of Weekly Quizzes on Students’ Final Achievement Score

Gholami¹,

Moghaddam²

2013

IJMECS

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“…Much of the research concerned with the cognitive rather than the affective benefits of mastery learning has in fact focused on testing as a key variable (see Abbott and Falstrom, 1977; Catanzano and Wilson, 1977;Dorsel, 1980, Gaynor andMillham, 1976; Guskey and Gates, 1986; Martin and Srikameswaran, 1974;Rohm et al, 1986;Sussman et al. 1980;Watson, 1986).…”

Section: Introductionmentioning

confidence: 99%

Re‐examining Repeated Testing and Teacher Effects in a Remedial Mathematics Course

Martinez

1992

Brit J of Edu Psychol

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This study examined the impact of repeated testing and teachers' effects on student achievement in a remedial mathematics course. A 2 x 2 completely randomised factorial design was used, with final examination performance the dependent variable and testing attempts and the teacher factor the independent variables. The study found no main effects for teacher but a main effect for testing attempts and a teacher-factor/testing-attempt interaction. Post hoc findings qualified a direct interpretation of the main effect. The implications for further research and application are discussed, giving special attention to teacher effects, the needs of remedial mathematics instruction, and the claims of mastery-learning pedagogies.

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“…Students can process and prepare more deeply and meticulously for only small amounts of materials in quizzes, which stimulates practice and review and encourages reading of lecture materials (Standlee et al, 1960, Williams et al, 2006Gholami and Moghaddam, 2013). To some extent, frequent quizzes may reduce stress (Dustin, 1971) and create extrinsic motivation to obtain good grades in the course (Martin and Srikameswaran, 1974), which may clarify the positive correlation between frequent quizzes and student attendance in classes (Zarei, 2008;Kibble, 2007). As implied by McDaniel et al, (2012) and Spanjers et al, (2015) even unsupervised online quizzes are beneficial not only in traditional education environments but also in the blended learning approach.…”

Section: The Benefits Of Using Quizzes and Immediate Feedbackmentioning

confidence: 94%

Gamifying a Flipped First Year Accounting Classroom Using Kahoot!

Nkhoma¹,

Nkhoma²,

Thomas³

et al. 2018

IJISE

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Accounting is often perceived as boring, difficult, methodical and being all about number crunching by a lot of students and society in general. These negative perceptions impact on students' learning and their approach to the study of accounting. Additionally, studying accounting in English as a second language as well as in the first year of university compounds the amount of problems students may face, adversely affecting their performance. In a bid to address these problems, the flipped classroom approach was employed and its benefits complemented and enhanced by gamification using Kahoot! The aim of this paper is to share with accounting educators and other educators dealing with similar issues on how to engage students in a large lecture setting, in a flipped classroom model. Whilst a lot of studies have been conducted and much has been written on the use of Kahoot! in the classroom, not much has been done in the context of using the tool in a flipped accounting lecture. The benefits of gamification, flipped classroom, quizzes and feedback have been validated in the literature and have been reviewed in this paper. Kahoot! offered several benefits to

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Correlation between frequent testing and student performance

Abstract: The educational experiment reported here was based on the premise that frequent testing should motivate students to repetitive and intensive study habits; as a consequence they should perform better.

Cited by 15 publications

References 1 publication

The Effect of Weekly Quizzes on Students’ Final Achievement Score

The Effect of Weekly Quizzes on Students’ Final Achievement Score

Re‐examining Repeated Testing and Teacher Effects in a Remedial Mathematics Course

Gamifying a Flipped First Year Accounting Classroom Using Kahoot!

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