Advances in neuroscience technology have allowed brain scientists to learn more about what occurs in the brain when a person engages in -- and learns -- something. And the findings in neuroscience have tremendous value to us educators in our efforts to foster engagement and learning among students in our classes. Following up on a previously published paper on daily quizzes as an assessment tool, this paper now focuses on how and why the daily quiz could work well in getting students to engage and learn. The author relates what neuroscientists have found when the human brain is exposed to, and processes, information. One of their major findings is the so-called 'testing effect'. He then connects the neuroscience findings with his own experiences with daily quizzes, of both the ungraded and the graded sorts, in his classes. He gathered students' feedback and reflections on the quizzes. The quizzes are very short -- about 5 to 8 minutes at a time. But he and his students have found them to be effective tools that foster deep learning. In this paper, he makes the connections between what neuroscientists are finding and what his students are revealing about how and why the daily quiz works.