The effect of frequent quizzes on short- and long-term academic performance

This investigation examined the effect of frequent quiz administration on the performance of dental students on course examinations, post-tests, and attitudes toward instruction. Students in an introductory radiology course were randomly divided into two groups. Quiz Group (QG) students were given a quiz at the beginning of each class, while students in the Control Group (CG) did not take the quizzes. All students took a midterm and final examination as well as post-tests at four months and ten months after the end of the course. Students also completed a questionnaire assessing the course and instructor. The QG scored higher than the CG on all exams, but these differences were significant only for the midterm and final exams (p < 0.05) and not the post-tests (p > 0.05). Evaluations of course content and instructor performance were significantly higher among QG students regarding appropriateness of examinations and overall evaluation of course (p < 0.05). Frequent quizzes enhance short-term performance on examinations and lead to more favorable student evaluations, but the effects on long-term retention of knowledge are not significant.