OPTIMAL FREQUENCY OF TESTING AS A FUNCTION OF ABILITY LEVEL AND REINFORCEMENT HISTORY

The purpose of the present study was to investigate the
variable effects of different testing frequencies upon the
achievement of college students of three levels of ability.
Frequency of testing was selected for research because of the
role it serves in the behavioral system of instruction initiated
by Fred Keller. Past research on the effect of increase in
test frequency has produced ambivalent results, in part
because of repeated methodological errors, in part because
the individual learning level of each S has not been a
primary concern in the design of these studies. The basic
hypothesis of this experiment was that the effects of increased
quiz occurrence depend on previous academic history. Results were discussed in relation to the practice of
infrequent testing. Such procedures most handicap those
with poor backgrounds. Those institutions serving this type
of student should re-evaluate their examination methods and
consider the use of frequent quizzes.
Further suggestions were made to extend the investigation
of the functional relationship between instructional techniques
and individual histories.