Students in an introductory educational psychology course submitted answers to daily homework questions for which they received credit either for percentage of questions answered in every homework assignment or for the accuracy of their answers to 10% of randomly selected questions. Potential credit was the same under both homework contingencies, with instructor time limited for assessing the homework. Random homework credit based on the accuracy of answers produced significantly more accurate and detailed answers, as well as better exam performance, than did credit based on the number of questions answered. The principal contribution of this study was to demonstrate how assessing the quality of daily homework could be both beneficial and manageable in college courses.