quizzes). Summing it all up in a meta-analysis, Basol
and Johanson (2009) conclude that frequent tests have a positive effect on
student achievement, even though the actual frequency doesn’t seem to
matter as long as it’s greater than two a semester. They don’t have to be
the major mid-semester type of marathon tests. The short pre- or postlecture mastery quizzes and questions spread throughout a lecture can be
both assessments and spurs to learning. Kuo and Simon (2009) came to a
similar conclusion, although they reported that monthly tests paired with
good feedback to students
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