Small Teaching Tip #6: The Benefits of Frequent Quizzing

In a previous post, I discussed the important role memory retrieval plays in learning.  To briefly review: each time we recall a piece of information, we strengthen the neural pathways that move the information from our long-term memories to our working memories.  So the more times we retrieve the information, the more deeply we learn it.  This is known as the “testing effect.”

There are numerous ways to encourage students to practice memory retrieval, but one of the best strategies is frequent quizzing.

Tips for Frequent Quizzing

While quizzing is an effective method to practice memory retrieval, not all quizzes are created equal.  There are a few empirically-tested stipulations that must be considered:

  • First, make the quizzes count towards the course grade.  While we would love our students to complete quizzes simply for the joy of learning, most require extra incentive.  That being said, the quizzes should be relatively low-stakes.  The purpose of these quizzes is to practice retrieval, not to have an anxiety attack each week.
  • Second, avoid the pop quiz.  Pop quizzes are only effective at intimidating students into coming to class.  For most students, they do not encourage actual learning.  But quizzes that students know about in advance do.  Rest assured, these assessments do not need to be lengthy or require labor-intensive grading (there are countless instructional technologies that can help facilitate this process).
  • Third, design quizzes to be at least partially cumulative.  This requires students to reach back to concepts covered earlier in the term, developing deeper understanding and more complex mental models.  Remember: greater retrieval efforts equal greater learning (note the emphasis on the word effort).
  • Fourth, include question types that will be similar to what students can expect on exams.  This allows students to familiarize themselves with those formats so the exam is a test of knowledge instead of exam-taking ability.
  • Finally, occasionally assign quizzes that students complete before they learn new material.  This may seem strange, but a pre-quiz encourages students to consult their previous knowledge to help them grapple with new ideas.

If you don’t have enough class time to devote to frequent quizzes, consider using online quizzes through OAKS.  Most textbook publishers provide gigantic test banks that provide more than enough questions to create multiple quizzes throughout the semester. These banks are designed to be quickly imported into OAKS and quizzes can be automatically-graded, making quiz creation and administration simple.  But to ensure students are practicing retrieval, restrict the time limit so they don’t have the leeway to look up every answer in their notes or book (20-50 seconds per multiple choice question is advisable).

Providing frequent opportunities for retrieval will not only help your students remember important information, it will also open the door to higher levels of cognition.  I’ve shared one simple but powerful way to help your students learn that does not require an overwhelming amount of grading or extra preparation. Want more ideas?  Check out the rest of our Small Teaching Tips series!


Roediger, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395.

Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.

Leeming, F. C. (2002). The exam-a-day procedure improves performance in psychology classes. Teaching of Psychology, 29, 210-212.

Lyle, K. B., & Crawford, N. A. (2011). Retrieving essential material at the end of lectures improves performance on statistics exams. Teaching of Psychology, 38, 94-97.

Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15, 243-257.

This post is part of a series which presents low risk, high reward teaching ideas, inspired by James Lang’s book Small Teaching: Everyday Lessons from the Science of Learning.

2 thoughts on “Small Teaching Tip #6: The Benefits of Frequent Quizzing

  1. Janie Sigmon

    I have been giving daily quizzes to most of my classes for the last few years. My data backs up our intuition that if students contact the material more, they will be more successful in the course. My quizzes are 5 multiple choice questions given at the beginning of class. The questions only cover the material from the last lecture — they aren’t cumulative or pre-quiz questions. The questions are shown as a PPT presentation and we use scannable answer sheets for fast grading. And we review the answers before moving on to new material. Students know to expect a quiz every single day so the anxiety of pop quizzing is gone.

    The class GPA for these courses has increased, student engagement is higher (because many students review the material before class together), attendance is higher, and lateness is rarely a problem any longer.

    Here is a link to a poster that I presented at the Conference on Higher Education Pedagogy on the data that I have collected.
    Please feel free to ask me any questions or converse with me on the topic:

  2. Jessica Smith

    Thank you, Janie, for reading our blog and taking the time to share how you’ve implemented frequent quizzing in your classes. It’s so important for us to share our experiences and learn from one another – and even better to be able to share data! Thank you again!

Leave a Reply

Your email address will not be published.

You may use these HTML tags and attributes:

<a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>