Slide 18
Slide 18 text
“students ... were randomly assigned to be quizzed at one
of two frequencies – monthly or semimonthly. The group
quizzed twice a month outperformed the less frequently
quizzed group […] on both an end-of-semester
examination and a delayed recall test administered 3
months later”
(Kalaf & Hanna, 1992)
“we examined whether low-stakes testing (quizzing) can
be used to foster students’ learning ...Quizzing produced
significant learning benefits, with between 13% and 25%
gains in performance on summative unit examinations.”
(Pennebaker, Gosling & Ferell, 2013)