Is More Testing Better? The Impact of Frequent Testing on College Students' Academic Performance and Attitudes: A Synthesis of Research

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-9 - Increasing Our Understanding of How Classroom Assessment Works

Abstract

This research synthesis examined the impact of frequent testing on college students’ academic performance and attitudes. A meta-analysis was conducted to examine (a) its overall impact on academic performance and (b) if the number of tests moderated it. The impact of frequent testing on students’ satisfaction with frequent testing; perceived fairness of frequent testing; and general attitudes were investigated narratively. Results revealed that the impact of frequent testing on performance is positive and significant (d = .31), but it did not appear to vary as a function of the numbers of frequent tests given to the student. Furthermore, findings suggest that frequently tested students have positive attitudes about it. Substantive and practical implications of these findings are discussed.

Authors

• Alison C. Koenka, Virginia Commonwealth University

• Emily R. Richardson

• Hannah Moshontz, Duke University

• Carmen Sanchez, Duke University

• Kayla Atkinson, Duke University

• Harris M. Cooper, Duke University