Effect of Regular Classroom Tests on Learning and Understanding of Concepts in Chemistry

Abstract views: 313 / PDF downloads: 197


  • Charles Essiam Department of Integrated Science Education, University of Education, Winneba, Ghana, Ghana




Regular classroom tests, Motivation, intervention, descriptive feedback


This study employed regular classroom tests as an intervention to help students learn and understand the concepts periodicity and chemical bonds in chemistry. The participants of the study were thirty four second year science students at Swedru Senior High School in the Central Region of Ghana. These students were taught for eight weeks and at the end of each week made to take an essay-type test on the concepts they have learnt within the week and the previous weeks. Questions asked were constructed with increasing cognitive demand to challenge students to reason and apply the principles learnt in solving them. Descriptive feedback in the form of written comments was provided against any incorrect responses which did not reflect understanding of concepts learnt. These strategies adopted improved the performance of students in the weekly tests as most of the responses students provided in the weekly tests reflected understanding of the concepts learnt. The regular classroom tests made students revised their notes throughout the term and hence improved their performance in chemistry.


Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481. DOI: 10.3102/0034653058004438

Davis, B. G. (1993). Tools for Teaching. San Francisco: Jossey-Bass Publishers

Frost, P. (1999 ). Students Get Better Grades When Tested Frequently in Class. Retrieved from http://researchnews.osu.edu./archive/archive/curfea.htm

Gholami, V., Morady Moghaddam, M. (2013). The effect of weekly quizzes on students' final achievement score. International journal of Modern Education and Computer Science, 5(1), 36-41. DOI: 10.5815/ijmecs.2013.01.05

Gitomer, D. H., & Duschl, R. (1995). Moving toward a portfolio culture in science education. In S. M. Glynn & R. Duit (Eds.), Learning Science in the Schools: Research Reforming Practice. Mahwah, NJ: Lawrence Erlbaum Associates

Good, T. L., & Brophy, J. E. (1990). Educational Psychology: A Realistic Approach (4th ed.). New York: Longman

Huitt, W., & Hummel, J. (1997). An Introduction to Operant (Instrumental) Conditioning. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://chiron.valdosta.edu/whuitt/col/behsys/operant.html

Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865) 966-968. DOI: 10.1126/science.1152408

Kayser, J. A. (2015). The effect of daily quizzes on students learning in the advanced placement chemistry classroom. Montana State University, Montana

Kemmis, S. (2001). Exploring the relevance of critical theory for action research: emancipatory action research in the footsteps of Jurgen Habermas. In P. Reason, & H. Bradbury (Eds), Handbook of action research: participative inquiry and practice (pp. 91-102). Thousand Oaks, CA: Sage.

Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven: Yale University Press

Marcell, M. (2008).Effectiveness of regular online quizzing in increasing class participation and preparation. International Journal for the Scholarship of Teaching and Learning, 2(1), 1-9. DOI: 10.20429/ijsotl.2008.020107

Meier, D., & Henderson, B. (2007). Learning from young children in the classroom: The art and science of teacher research. New York: Teachers College Press.

McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDernott, K. B., & Roediger, H. L. (2011). Test-enhanced learning in a Middle School Science Classroom: The effects of quiz frequency and placement. Journal of Educational Psychology. 103(2), 399-414.

McDaniel, M., Anderson, J., Derbish, M., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(4), 494-513. DOI: 10.1080/09541440701326154

McDaris, M. A. (1984). Test frequency revisited--A pilot study. Honolulu, HI: Paper presented at the annual meeting of the international communication association.

McKeachie, W. J. (1986) Teaching tips. (8th ed.) Lexington, Mass.: Heath

Momeni, A., Barimani, Sh. (2012). The effect of testing frequency on Iranian pre-intermediate EFL learners' language achievement. Journal of Academic and Applied Studies, 2(10), 76-87.

Nejati, R. (2016). The durability of the effect of the frequent quizzes on Iranian high school students’ vocabulary learning. International Journal of Humanities, 23(2), 29-42.

Norton, C. B. (2013). The effect of frequent quizzing on student learning in a high school physical science classroom. Louisiana State University, Louisiana, United States

Phelps, R. P. (2012). The effect of testing on student achievement, 1910-2010. International Journal of Testing, 12(1), 21-43. Doi:10.1080/15305058.2011.602920

Shirvani, H. (2009). Examining an assessment strategy on high school mathematics achievement: daily quizzes vs. weekly tests. American Secondary Education, 38(1), 34-45. Retrieved from http://www.jstor.org/stable/41406065

Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relationship between increased opportunities to respond to academic and behavioral outcomes of students with EBD. Remedial and Special Education, 22(2), 113-121. DOI: 10.1177/074193250102200205

Wise, S. L., & DeMars, C. E. (2003) Examinee motivation in low-stakes assessment: problems and potential solutions: Paper Presented At the Annual Meeting of the American Association of Higher Education Assessment Conference, Seattle, Canada.



How to Cite

Essiam, C. (2019). Effect of Regular Classroom Tests on Learning and Understanding of Concepts in Chemistry. Action Research and Innovation in Science Education, 2(2), 3–12. https://doi.org/10.51724/arise.19