Frequent testing as a motivating factor in large lecture classes.

Fitch, Mildred L.; Drucker, A. J.; Norton, J. A.

doi:10.1037/h0056095

Cited by 69Student Assessment and FeedbackInnovative Teaching MethodsEvaluation of Teaching Practices

Frequent testing as a motivating factor in large lecture classes.

Fitch, Mildred L., Drucker, A. J., Norton, J. A.·1951·Journal of Educational Psychology

DOI 10.1037/h0056095

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The indirect benefits of frequent testing improve performance in large lecture classes.
“These indirect benefits of frequent testing have been shown to improve performance in large lecture classes.7,8”
From Test-enhanced learning in medical education (2008) · cites this paper as [7]

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“Looming assessments indirectly enhance learning by driving students’ study behaviors (rehearsal effect) (Fitch et al. 1951; Newble and Jaeger 1983).”
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“One possible indirect effect of feedback is that participants may undertake additional study because they did not perform optimally on the practice test, and want to improve (Fitch et al., 1951; Roediger & Karpicke, 2006a).”
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“For example, Fitch, Drucker, and Norton (1951) found that students who had weekly quizzes were more likely to attend voluntary discussion groups and earn higher grades, and Townsend and Wheatley (1975) found that students who took short daily quizzes had higher course grades than students who took longer or less frequ…”
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“Fitch, Drucker, and Norton (1951) also found that students who were tested on a weekly basis were engaged in more discussions and interaction in the class.”
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“Literature provides objective evidence that frequent testing promotes learning and positive attitudes towards learning and increases motivation and interest in the subject (Turney 1931 ; Keys 1934 ; Fitch, Drucker, and Norton 1951 ; Kulik et al.”
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“Guetzkow et al., 1954), and among various frequencies of quizzes (e.g. Fitch et al., 1951 ; Longstaff, 1932).”
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“Furthermore, frequent testing prompts students to keep up with the material and this also contributes to better learning (Fitch et al., 1951).”
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“Fitch, Drucker, and Norton (16) carried out an experiment designed to investigate the effects of weekly quizzing and attendance at optional dis cussion sessions on student achievement in a government course.”
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Inlärningseffekter av upprepade test jämfört med gruppdiskussioner
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Interim testing with programed material in college general science
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“A related study was completed by Fitch, Drucker, and Norton (33) on the motivational influence of frequent October 1957 PSYCHOLOGY OF LEARNING testing.”
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To Quiz or Not to Quiz?
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“Again, Fitch et al. (1951) had long ago shown that frequent testing enhances classroom performance because it triggers a level of motivation and effort or readiness to learn.”
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Dearth of Recent Research on Motivation
Fox, R. B. (1960) · The Clearing House A Journal of Educational Strategies Issues and Ideas · doi:10.1080/00098655.1960.11477619
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The effects of self-examination to peers on student learning in physical science
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Bedeutung von Elaboration und Kontrastierung von Falschantworten für die Entwicklung differentialdiagnostischer und -therapeutischer Entscheidungskompetenz im Medizinstudium
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Authors: Fitch, M. L., Drucker, A. J., & Norton, J. A.
Affiliations: Purdue University West Lafayette (US)
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1951-01
Volume: 42
Issue: 1
Pages: 1-20
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/h0056095
OpenAlex: W2030534169
Cited by: 69
References: 9
Citations by year: 2026: 1 · 2023: 4 · 2022: 2 · 2020: 1 · 2018: 2 · 2017: 2 · 2016: 1 · 2015: 3 · 2014: 1 · 2013: 4 · 2012: 3
FWCI: 45.45
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Innovative Teaching Methods
Social Sciences › Education › Evaluation of Teaching Practices
Keywords: frequent testing, large lecture classes, student motivation, assessment frequency, student engagement

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