Campus Units
Psychology
Document Type
Article
Publication Version
Accepted Manuscript
Publication Date
8-14-2020
Journal or Book Title
Educational Psychology Review
DOI
10.1007/s10648-020-09563-9
Abstract
We present the results of a meta-analytic synthesis of the literature on the association between the use of frequent low-stakes quizzes in real classes and students’ academic performance in those classes. Data from 52 independent samples from real classes (N = 7864) suggests a moderate association of d = .42 between the use of quizzes and academic performance. Effects are even stronger in psychology classes (d = .47) and when quiz performance contributed to class grades (d = .51). We also find that performance on quizzes is strongly correlated with academic performance (k = 19, N = 3814, r = .57) such that quiz performance is relatively strongly predictive of later exam performance. We also found that the use of quizzes is associated with a large increase in the odds of passing a class (k = 5, N = 1004, odds ratio = 2.566).
Copyright Owner
Springer Nature Switzerland AG
Copyright Date
2020
Language
en
File Format
application/pdf
Recommended Citation
Sotola, Lukas K. and Crede, Marcus, "Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance" (2020). Psychology Publications. 117.
https://lib.dr.iastate.edu/psychology_pubs/117
Included in
Applied Behavior Analysis Commons, Cognition and Perception Commons, Comparative Psychology Commons, Human Factors Psychology Commons
Comments
This accepted article is published as Sotola, L.K., Crede, M. Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance. Educational Psychology Review (2020). https://doi.org/10.1007/s10648-020-09563-9. Posted with permission.