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Version 1.1 – Updated August 2021

Frequent testing

Overview

  • Influence: Frequent testing
  • Domain: Teaching Strategies
  • Sub-Domain: Feedback
  • Potential to Accelerate Student Achievement: Likely to have positive impact
  • Influence Definition: The use of frequent (more often) low-stakes testing aimed at improving learning outcomes of students often via motivating study habits, retention of knowledge, and engagement.

Evidence

  • Number of meta-analyses: 3
  • Number of studies: 191
  • Number of students: 0
  • Number of effects: 386
  • Effect size: 0.36

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Journal of Educational Research Bangert-Drowns, Kulik, & Kulik USA Effects of Frequent Classroom Testing 1991 Frequent testing 35 0 35 0.23
Unpublished Thesis Gocmen USA Effectiveness of frequent testing over academic achievement: a meta-analysis study 2003 Frequent testing 78 0 233 0.40
International Journal of Human Sciences Basol & Johanson Effectiveness of frequent testing over achievement: A meta analysis study. 2009 Frequency of testing 78 0 118 0.46
TOTAL/AVERAGE 191 0 386 0.36

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 2 3 1 3 2
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