P524: Daily testing in large introductory chemistry courses: The effect on student achievement
The effect of daily testing on exam performance is investigated for large introductory chemistry courses (N=80+). Two classes were taught as identically as possible, during the same semester, by the same instructor, and using identical assessment instruments, except that in one of the classes a three-question daily test was given, while the other class did not have the daily tests. The test questions covered material from the previous class, which encouraged students to keep up with the material all semester. Daily tests were administered using classroom response devices (clickers). Preliminary results suggest that, while the top students performed well on exams regardless of having daily tests or not, the daily tests significantly improved exam scores for students in the C, D and F range. Final results will be presented.