We present the results of a meta-analytic synthesis of the literature on the association between the use of frequent low-stakes quizzes in real classes and students’ academic performance in those classes. Data from 52 independent samples from real classes (N = 7864) suggests a moderate association of d = .42 between the use of quizzes and academic performance. Effects are even stronger in psychology classes (d = .47) and when quiz performance contributed to class grades (d = .51). We also find that performance on quizzes is strongly correlated with academic performance (k = 19, N = 3814, r = .57) such that quiz performance is relatively strongly predictive of later exam performance. We also found that the use of quizzes is associated with a large increase in the odds of passing a class (k = 5, N = 1004, odds ratio = 2.566).

我们提供了荟萃分析综合文献的结果，这些文献涉及在真实班级中频繁使用低水平测验与学生在这些班级中的学习成绩之间的关联。来自真实班级的52个独立样本的数据（N  = 7864）表明 ，测验的使用与学习成绩之间的d = .42呈中等关联。在心理学课程中，效果甚至更强（d  = 0.47），而测验成绩对班级成绩有贡献（d  = .51）。我们还发现，小测验的成绩与学业成绩密切相关（k  = 19，N  = 3814，r = .57），因此测验成绩相对强烈地预测了以后的考试成绩。我们还发现，测验的使用与通过课程的几率大大提高有关（k  = 5，N  = 1004，优势比= 2.566）。