Campus Units

Chemical and Biological Engineering, Education, School of, Genetics, Development and Cell Biology

Document Type

Conference Proceeding


2018 ASEE Annual Conference & Exposition

Publication Version

Published Version

Publication Date


First Page


Conference Title

2018 ASEE Annual Conference & Exposition

Conference Date

June 24-27, 2018


Salt Lake City, UT


This research paper describes a study that examines a testing effect intervention deployed in an engineering classroom setting. The testing effect is based on the premise that learning is improved when students engage with newly acquired information by challenging themselves to answer questions about the content instead of using other means of interacting with the content, such as rereading a text. The testing effect has been established in laboratory research studies [1]. To translate this finding into educational practice, classroom research studies [2]-[6] aim to define the conditions for which the testing effect remains robust in authentic classroom settings. In the classroom domain, a testing effect intervention often consists of low- or no-stakes quizzing with feedback during the learning period, followed by a summative assessment at the end of the unit. Previous investigations have studied the impact of conditions, such as the question type (identical or related; definitional or application), the quiz participation incentives, and the quiz delivery patterns on the testing effect outcome for all participants in the study. Nguyen & McDaniel [7] review several classroom studies aimed at improving student learning through the use of quizzing.


This proceeding is published as Lamm, M. H., Yan, M. S., Coffman, C. R., Manz, C. L., & Reason, R. D. "A Study of the Testing Effect in an Engineering Classroom." Paper ID #21113. 2018 ASEE Annual Conference & Exposition. Salt Lake City, UT. Posted with permission.


ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference.

Copyright Owner

American Society for Engineering Education



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