You are here:

WWC Review of the Report "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps." What Works Clearinghouse Single Study Review
REPORT

Abstract

The 2013 study, "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps," examined the impact of frequent online testing and immediate feedback on the academic performance of college students. The study was conducted at the University of Texas in the fall of 2008 and 2011. Researchers found that students who received daily online testing and immediate feedback on their performance earned higher grades than comparison group students during both the fall semester and the subsequent spring semester. Students were not randomly assigned to the intervention and comparison groups, however, and the two groups were not shown to be equivalent at baseline on any of the outcome variables in this study. Therefore, the research does not meet What Works Clearinghouse (WWC) group design standards. A glossary of terms is included. [The following study is the focus of this "Single Study Review": Pennebaker, J. W., Gosling, S. D., & Ferrell, J. D. (2013). "Daily online testing in large classes: Boosting college performance while reducing achievement gaps." "PLoS ONE," 8(11), e79774. doi:10.1371/journal.pone.0079774.]

Citation

. WWC Review of the Report "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps." What Works Clearinghouse Single Study Review. Retrieved April 25, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords