Abstract
In this study, I examined the impact of periodic pop quizzes on cumulative final exam scores. Specifically, I compared the impact of using no quizzes, graded quizzes, and ungraded quizzes on final exam scores of introductory psychology students. Quizzed students also completed a survey with questions probing how the students felt about the inclusion of quizzes in the course. Students taking ungraded pop quizzes outperformed students taking graded pop quizzes and students taking no quizzes on the final exam. Students taking ungraded pop quizzes felt positive about having quizzes in their classes. The current findings have implications for research on the mitigating impact of anxiety on test-enhanced learning and on pedagogical strategy selection for educators.
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