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Students in 4 classes had a short exam at the start of every class. Grades were significantly better than in previous classes where the same material was taught but with only 4 exams, and there were fewer withdrawals from the exam-a-day classes. Students taught with the exam-a-day procedure also performed better on a retention test than did students from classes taught using less frequent exams. Responses to anonymous questionnaires administered in all 4 classes indicated that most students believed having an exam every day led to more studying and better learning than in their other classes and that they liked the procedure.
Frank C. Leeming (Mon,) studied this question.