Ungraded Pop Quizzes: Test-Enhanced Learning Without All the Anxiety

Maya M. Khanna

doi:10.1177/0098628315573144

Ungraded Pop Quizzes: Test-Enhanced Learning Without All the Anxiety

Maya M. Khanna

Department of Psychological Science

Research output: Contribution to journal › Article

11 Scopus citations

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All Science Journal Classification (ASJC) codes

Education
Psychology(all)

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Khanna, M. M. (2015). Ungraded Pop Quizzes: Test-Enhanced Learning Without All the Anxiety. Teaching of Psychology, 42(2), 174-178. https://doi.org/10.1177/0098628315573144

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abstract = "In this study, I examined the impact of periodic pop quizzes on cumulative final exam scores. Specifically, I compared the impact of using no quizzes, graded quizzes, and ungraded quizzes on final exam scores of introductory psychology students. Quizzed students also completed a survey with questions probing how the students felt about the inclusion of quizzes in the course. Students taking ungraded pop quizzes outperformed students taking graded pop quizzes and students taking no quizzes on the final exam. Students taking ungraded pop quizzes felt positive about having quizzes in their classes. The current findings have implications for research on the mitigating impact of anxiety on test-enhanced learning and on pedagogical strategy selection for educators.",

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Access to Document

10.1177/0098628315573144