THE IMPACT OF CLASSROOM TESTING FREQUENCY ON HIGH-SCHOOL-STUDENTS ACHIEVEMENT

Research on the impact of classroom testing frequency was reviewed, and common research design flaws were discussed. The present study was designed to circumvent these limitations and defects. Nearly 2000 first-semester 10th-grade male biology students in Saudi Arabia 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 by .3 standard deviations on both an end-of-semester examination and a delayed recall test administered 3 months later. Discussion focused on generalizability of past and present research to American high schools, the cost effectiveness of implementation, and desirable directions for future research. © 1992.