The Exam-A-Day Procedure Improves Performance in Psychology Classes

By Frank C. Leeming. 2002

220 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ff5a4951ab8c29d9df0b7bc384a13349fdbe7389

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement. (2011, background): “Another possibility is that the low-stakes quizzes stimulated students to engage in more outside-class work or study, as might be the case for graded quizzes (see Leeming, 2002).”
Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning (2012, unknown): “Not only did Lyle and Crawford find that quizzing enhanced student performance in class, but they also reported that students liked the frequent quizzing and viewed it as a valuable learning tool (see too Leeming 2002).”
Testing improves long-term retention in a simulated classroom setting (2007, background): “In addition to boosting retention, frequent testing can help to lower students’ test anxiety and increase the regularity of studying (Leeming, 2002).”
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “…of testing-based interventions and view them as valuable to their learning (e.g., DePaolo and Wilkinson 2014; Gaynor and Millham 1976; Khanna 2015; Leeming, 2002; Lull and Mathews 2016; Lyle and Crawford 2011; Moryl et al. 2019; Patil and Iyer 2016; Ross et al. 2018; Senzaki et al. 2017; Trumbo…”
Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams (2011, background): “Leeming (2002) addressed the same concerns regarding the exam-a-day procedure mentioned in the introduction, and our response is similar.”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “Leeming (2002) demonstrated that beside improvements in overall course grades, frequent classroom quizzing increases class attendance.”
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms (2019, methodology): “When reported, we found that instructors at the undergraduate level tended to also be the researchers (e.g., Batsell et al. 2017; Leeming 2002; Lyle and Crawford 2011; Saville et al. 2012), whereas instructors at the K-12 level were not the researchers (e.”
Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams (2013, unknown): “Converging on this suggestion, a number of quasi-experimental and correlational studies have demonstrated that quizzing can enhance performance on course assessments relative to no quizzing, for both online quizzing (Angus & Watson, 2009; Daniel & Broida, 2004; Kibble, 2007) and in-class quizzing (e”
Ten benefits of testing and their applications to educational practice. (2011, background): “One specific example of how retrieval practice can provide benefits aside from direct mnemonic benefits can be found in Lyle and Crawford (2011; see also Leeming, 2002).”