Unannounced Quizzes Raise Test Scores Selectively for Mid-Range Students

Abstract

To test the idea that unannounced quizzes improved performance on later hour exams, I collected test scores from 4 classes over 2 semesters. I compared course segments with quizzes to segments without quizzes in a counterbalanced design. Test scores following quizzes averaged half a letter grade higher than scores from segments without quizzes. Mid-range students benefitted the most, with C students gaining 84% of a letter grade. Attitude surveys revealed a high level of student acceptance for the quizzes.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 47 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.