Frequency of testing. Lessons from a field experiment in higher education

Bernatzky, Marianne; Cabrera, José María; Cid, Alejandro

dc.rights.license	Attribution-NonCommercial-NoDerivatives 4.0 Internacional	*
dc.contributor.author	Bernatzky, Marianne
dc.contributor.author	Cabrera, José María
dc.contributor.author	Cid, Alejandro
dc.date.accessioned	2022-07-04T18:56:32Z
dc.date.available	2022-07-04T18:56:32Z
dc.date.issued	2017	es
dc.identifier.uri	https://hdl.handle.net/20.500.12806/1356
dc.description.abstract	Purpose: The purpose of this study is to investigate the effect of frequent testing on the performance of undergraduate freshmen. Methodology: The impact evaluation of the intervention is designed as a field experiment -a randomized control trial. First, instructor divided the class in groups of three students in a joint-liability framework, a setting that fosters peer monitoring among students. Then, the groups were randomly assigned to high-frequency testing (tests on a weekly schedule) or a low-frequency testing (tests on a biweekly schedule). Each testing condition lasted for 15 weeks, and data on academic achievement were collected both before and after the intervention. Findings: Although high-frequency groups show a higher mean performance on academic results, the findings do not indicate a definitive improvement in performance in weekly versus biweekly testing. We related our findings with recent discoveries on students’ perception of frequent assessments and its relation to motivation. Originality: A large body of educational literature investigates the effect of the frequency of testing on learning performance. Less attention has been devoted to explore the mechanisms behind that relationship. We contribute to this emerging literature analyzing the effect of test frequency on a sample of Uruguayan university students, in a novel setting (a joint-liability framework), exploring mechanisms and suggesting lessons for future research.	es
dc.format.extent	25 p.	es
dc.format.mimetype	application/pdf	es
dc.language	eng	es
dc.publisher	Universidad de Montevideo, Facultad de Ciencias Empresariales y Economía, Departamento de Economía	es
dc.relation.ispartof	Documentos de trabajo del Departamento de Economía	es
dc.rights	Abierto	es
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	*
dc.subject	Frequent assessment	es
dc.subject	Intrinsic motivation	es
dc.subject	Grades	es
dc.subject	Perceptions	es
dc.subject	Classroom field experiment	es
dc.subject	Feedback	es
dc.subject	Procrastination	es
dc.title	Frequency of testing. Lessons from a field experiment in higher education	es
dc.type	Documento de trabajo	es
dc.contributor.filiacion	Bernatzky, Marianne. Universidad de Montevideo	es
dc.contributor.filiacion	Cabrera, José María. Universidad de Montevideo, Uruguay	es
dc.contributor.filiacion	Cid, Alejandro. Universidad de Montevideo. Uruguay	es
dc.type.version	Publicada	es