The purpose of the study was to see the effect of quizzes on anxiety and performance in mathematics at middle-level students. Seventy-two participants from a public sector high school were chosen carefully. In experimental designs, the Pretest Posttest Non-equivalent Control Group Design was selected for the study. The instruments for measuring anxiety and mathematics performance were developed by the researcher. A pilot study on another group of the student was conducted. Validity of the instruments were ensured by experts' opinion. Table of Specification was constructed. Factor analysis was applied to find out that the statements in the instrument were clear and not misleading. Collected data were analyzed by independent samples t-test. A significant effect of quizzes was found on the performance of grade VII mathematics students. The significant outcome for anxiety in mathematics was also found when the overall effect was measured.