Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance

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=7,864) 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=3,814, 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=1,004, odds ratio=2.566).

Can tests improve learning in real university classrooms?

“…Supporting this idea, the research reviewed in the present paper points to the fact that tests are more likely to increase learning if they occur in a collaborative (versus competitive) context (Cranney et al, 2009;Eastridge & Benson, 2020;Vojdanova et al, 2010;Wiklund-Hörnqvist et al, 2014) or when they are non-graded (versus graded; Khanna, 2015) or with only a low impact on grade (Johnson & Kiviniemi, 2009). This is also strongly supported by a recent meta-analysis dedicated to this question (Sotola & Crede, 2020) showing a positive association between the uses of in-class low-stakes quizzes on later exam performance and on the odds of passing a class. But, in all cases, the fact that the test is TESTS AND LEARNING IMPROVEMENT compulsory or as least strongly encouraged (Grimstad & Grabe, 2004;Trumbo et al, 2016) affects the occurrence of such a beneficial effect of testing on learning.…”

“…The use of research results obtained in the laboratory is essential for designing efficient pedagogical practices (Connolly, Keenan, & Urbanska, 2018;Dehaene, 2019). Yet the transposition of lab-based results into real classroom contexts is not straightforward (see Sotola & Crede, 2020 for a similar argument). In particular, real classroom contexts are likely to elicit various forms of motivations and goals that can significantly impact the way students apprehend the learning situation (Darnon, Poortvliet, & Dompnier, 2012;Huguet & Kuyper, 2008).…”

“…Several literature reviews and meta-analyses have been published throughout the years (e.g. Adesope, Trevisan, & Sundararajan, 2017;Chan et al, 2018;Moreira et al, 2019;Pan & Rickard, 2018;Rowland, 2014;Schwieren, Barenberg, & Dutke, 2017;Sotola & Crede, 2020) and have confirmed the general beneficial effects of testing on further memory test performance, as compared to other learning strategies, with an effect size comprised between Hedge's g = .50 (Rowland, 2014) and g = .61 (Adesope et al, 2017). For example, in a metaanalysis focusing on 61 studies investigating the effect of testing on subsequent learning, Rowland (2014) found an overall robust positive effect of testing on learning outcomes as compared with a restudy condition.…”

What to Blend? Exploring the Relationship Between Student Engagement and Academic Achievement via a Blended Learning Approach

“…We believe that this encouragement acted as an educational nudge based on goal setting which could lead to positive outcomes (Damgaard & Nielsen, 2018). Indeed, based on supplementary analysis (see Supplemental material), the odds ratios of performing above average in the final exam after completing all as opposed to some asynchronous activities was above 1 for all metrics of engagement, further suggesting the association between participation in the activities and performance (Szumilas, 2010). Secondly, watching asynchronous videos did not carry assessment weighting, yet viewing rates positively correlated with final exam grades.…”

Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms

“…Meanwhile, in the real world, students' performance on retrieval practice and final tests typically count toward course grades; in most of the studies included in the present review (66%), this was the case. In contrast to previous reviews of retrieval practice research in classrooms (e.g., Sotola & Crede, 2020), we intentionally included grades as a moderating variable in our coding system. With a better understanding of motivational factors in the classroom in the present review, researchers can more effectively examine these factors in the laboratory.…”