“…The effect of testing on both teaching and learning has been a subject of research for many years. In various content areas, there are several studies (e.g., Neil and Medina, 1989;Herman and Golan, 1991;McNeil and Valenzuela, 2000;Amrein and Berliner, 2002;Moon, Brighton and Callahan, 2003;Neil, 2003) suggesting that traditional tests result in negative consequences on both teaching and learning; in contrast, there are several other studies (e.g., Gaynor and Millham, 1976;Glover, Zimmer and Bruning, 1979;Cizek, 2001;Fuller and Johnson, 2001;Roderick and Engel, 2001;Skrla and Scheurich, 2001) suggesting that frequent traditional tests result in improving students' learning. However, still other studies (e.g., Nungester and Duchastel, 1982;Mehrens and Kaminski, 1989;Van Horn, 1997;Vining and Bell, 2005) indicate that the higher scores obtained by students, who are frequently tested by traditional tests, are attributed to students' test wiseness and the teaching of test-taking strategies.…”