ERIC Number: EJ761434
Record Type: Journal
Publication Date: 2002
Reference Count: 0
The Exam-A-Day Procedure Improves Performance in Psychology Classes
Leeming, Frank C.
Teaching of Psychology, v29 n3 p210-212 2002
Students in 4 classes had a short exam at the start of every class. Grades were significantly better than in previous classes where the same material was taught but with only 4 exams, and there were fewer withdrawals from the exam-a-day classes. Students taught with the exam-a-day procedure also performed better on a retention test than did students from classes taught using less frequent exams. Responses to anonymous questionnaires administered in all 4 classes indicated that most students believed having an exam every day led to more studying and better learning than in their other classes and that they liked the procedure.
Descriptors: Tests, Grades (Scholastic), Correlation, Retention (Psychology), Questionnaires, Teaching Methods, Student Attitudes, Learning Strategies, Psychology, Performance Factors, Academic Achievement
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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