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
| 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| Unpublished Thesis | Gocmen | USA | Effectiveness of frequent testing over academic achievement: a meta-analysis study | 2003 | Frequent testing | 78 | 0 | 233 | 0.40 |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+
| Number of Meta-Analyses | Number of Studies | Number of Students | Number of Effects | Overall Confidence | |
|---|---|---|---|---|---|
| Confidence Factor | 2 | 3 | 1 | 3 | 2 |