Exam Frequency Comparison in Introductory Soil Science

The number of exams administered in a semester in Introductory Soil Science could greatly impact student grades and attitude about the course. Consequently, I hypothesized that students would not favor more frequent exams (5 vs. 10) and that more frequent tests would improve student grades while promoting less favorable course‐evaluations regarding students' recommendation of the course and the instructor to other students. In the five most recent semesters (Spring 1994, Fall 1995, Spring 1996, Fall 1996, and Spring 1997) taught by the author, a total of 10 exams or quizzes plus an optional final were given while five exams plus an optional final were given the three previous semesters (Fall 1992, Spring 1993, and Fall 1993). For the most recent semesters, students responded that they preferred more frequent exams. Grouping of the semesters into those with either 5 or 10 semester tests showed a higher overall class grade‐point average for the semesters with more tests, and a Chi‐square test showed that the higher grades were due to an increase in the proportion of As. This grouping also showed that giving more exams did not significantly affect the students' response concerning recommendations of the course or the instructor to other students. Administering more tests during a semester requires more of the instructor's time in preparation and grading; however, my experience regarding student performance was positive.