More frequent exams are associated with better learning outcomes, including better grades and lower dropout, in classroom comparisons¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in exam-a-day classes achieved significantly better grades, were less likely to drop the class, and performed better on a later test than students in classes with only a few exams. → Dillon H. Murphy 2023

Evidence¶

Dillon H. Murphy 2023¶

Dillon H. Murphy, Jeri L. Little, Elizabeth L. Bjork. (2023). The Value of Using Tests in Education as Tools for Learning—Not Just for Assessment. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09808-3

q2 · i? · theoretical · r3

The commentary reports, citing Leeming (2002), a classroom comparison of exam-a-day classes versus classes with only a few exams for the same material; the review reports that "students in the exam-a-day classes achieved significantly better grades" and were less likely to drop the class. No effect size is printed.

"students in the exam-a-day classes achieved significantly better grades, were less likely to drop the class, and performed better on a later test"

Discussion¶

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