How many Tests do we Really Need?

Kuo, Trudy; Simon, Albert

doi:10.3200/ctch.57.3.156-160

Cited by 9 publications

(7 citation statements)

References 21 publications

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“…According to Dempster (1991), the use of cumulative questions in tests is essential to learn effectively. In the same vein, Kuo and Simon (2009) mentioned that, following the psychological literature, the positive effect of frequency is found when the same material is repeated in all learning activities. However, higher education experiences of frequent and cumulative tests are scarce.…”

Section: Frequent Testingmentioning

confidence: 87%

“…The common ground for these studies is that they focus on tests that cover noncumulative contents. This way of designing assessment activities contrasts with the perspective of the psychological theory, which considers that learning improves when the same material is repeated in all the learning activities (Kuo and Simon, 2009). For this reason, an assessment method based on frequent, cumulative testing could potentially improve learning.…”

Section: Introductionmentioning

confidence: 98%

“…It promotes learning, even in the case in which no explicit feedback is provided (Dempster, 1991). However, providing prompt and proper feedback increases motivation and learning to a greater extent (Race, 1995;Dochy, 2008;Kuo and Simon, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the impact of cumulative testing on academic performance of undergraduate students in Spain

et al. 2015

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Registro de acceso restringido Este recurso no está disponible en acceso abierto por política de la editorial. No obstante, se puede acceder al texto completo desde la Universitat Jaume I o si el usuario cuenta con suscripción. Registre d'accés restringit Aquest recurs no està disponible en accés obert per política de l'editorial. No obstant això, es pot accedir al text complet des de la Universitat Jaume I o si l'usuari compta amb subscripció. Restricted access item This item isn't open access because of publisher's policy. The full--text version is only available from Jaume I University or if the user has a running suscription to the publisher's contents.

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Section: Frequent Testingmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 98%

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Exploring the impact of cumulative testing on academic performance of undergraduate students in Spain

et al. 2015

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“…Opportunities for detailed feedback increased by spacing the submissions, from 15 total expected for the semester the number was dropped to 4, one before each of the quarter-term tests planned for the course. In that sense, as the academic term is about four months long, the new schedule fits the findings by Kuo and Simon (2009) keeping the idea of multiple assessments and adding stronger feedback.…”

Section: Changes Made For Second Use Of the Activitymentioning

confidence: 99%

Aprendo Enseñando: Autonomy, Creativity, and Technology to Promote Mathematical Learning

Pedraza¹

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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“…They argue that it is difficult for instructors to conduct frequent testing; therefore, they probably administer only midterm and final exams in their courses. Lack of enough faculty resources (Kuo & Simon, 2009) and consumption of valuable instruction time are mentioned in the literature as the main reasons for less frequent quizzes in the classroom. Studies on frequent testing have found conflicting results.…”

Section: Introductionmentioning

confidence: 99%

Quizzes in Every Other Session Improve Undergraduate EFL Learners' Pronunciation Achievement

Ghorbani

2017

ALLS

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The proponents of frequent quizzes claim that they stimulate students and have a positive effect on their learning, while the opponents argue that too frequent quizzes might frustrate students and hinder their learning. This study examined the effect of frequent quizzes on Iranian undergraduate English as a Foreign Language (EFL) learners' pronunciation achievement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students, who were taking the Phonology Course, at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. Two 40-item pronunciation tests were developed based on the 3 rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the tests was estimated 0.78 and 0.81 respectively through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG took the quizzes every other session. At the end of the training program, the pretests were rearranged and used as the posttests. The results of the independent samples t-tests from the posttests revealed that the EG had a better performance than the CG suggesting that EFL learners' pronunciation achievement can improve if quizzes are used every other session.

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How many Tests do we Really Need?

Cited by 9 publications

References 21 publications

Exploring the impact of cumulative testing on academic performance of undergraduate students in Spain

Exploring the impact of cumulative testing on academic performance of undergraduate students in Spain

Aprendo Enseñando: Autonomy, Creativity, and Technology to Promote Mathematical Learning

Quizzes in Every Other Session Improve Undergraduate EFL Learners' Pronunciation Achievement

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