How many Tests do we Really Need?

Through a review of the literature on the test-frequency effect, we identified several underlying factors that may determine student learning outcome beyond the number of tests administered in a course. A realignment of the conceptual framework of the test-frequency effect with these variables is therefore proposed for future research. However, the accumulated research on the test-frequency effect does provide some practical guidelines. An optimal classroom practice for a typical semester-long course may be a schedule of monthly tests combined with effective posttest feedback to the students. [ABSTRACT FROM AUTHOR]