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ERIC Number: ED544553
Record Type: Non-Journal
Publication Date: 2013-Dec
Pages: 2
Abstractor: ERIC
Reference Count: 1
What Works Clearinghouse Quick Review: "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps"
What Works Clearinghouse
This study investigated the effect of daily quizzes on the performance of college students. Students in an introductory psychology course used their own wireless-enabled devices to take short Internet-based quizzes at the beginning of every class. The quiz items were drawn approximately equally from material covered in the readings and the lectures. The study authors examined impacts of the daily quizzes on student performance in the psychology course in addition to other classes taken during the same semester and during the semester following the introductory psychology class. The findings indicated that there was a nearly statistically significant effect (p = 0.06) of the daily quizzes on student performance in introductory psychology. This study is a cohort-based quasi-experiment, and as such could "meet WWC evidence standards with reservations." However, more information is needed from the study authors regarding the baseline comparability of the intervention and comparison groups before a rating can be given. A more thorough review (forthcoming) will determine the final study rating and report more fully on the study's results. [The following study is reviewed in this "Quick Review": Pennebaker, J., Gosling, S. D., & Ferrell, J. D. (2013). "Daily online testing in large classes: Boosting college performance while reducing achievement gaps." "PLoS One" 8(11): e79774. doi:10.1371/journal.pone.007977.]
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Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)