The educational effects of frequent classroom testing have been studied and discussed since the early part of this century. Many possible reasons for its presumed benefits have been offered, such as increased practice, review, improved course organization, and frequent opportunities for feedback. However, reviewers of evaluations of frequent…

Analysis of 165 studies (representing the testing of 1,418,899 subjects) that reported data on gender differences in verbal ability indicated a slight female superiority in performance. The difference is so small that it appears that gender differences in verbal ability no longer exist. A major goal was also to define age trends in the pattern of…

Analyses for results of a series of studies examining intercorrelations among a set of as many as p+1 variables are presented. Several estimators of a pooled or average correlation vector and its variances are derived for cases in which some studies do not report complete correlation matrices. A test of the homogeneity (consistency) of the…

Data drawn from 30 journal articles and ERIC documents reporting on gender differences in natural science achievement were re-examined. Three meta-analysis methods were used: (1) vote counts and vote-counting estimation procedures; (2) tests of combined significance; and (3) analyses of effect sizes. The three methods produced seemingly…

The purpose of this study was to determine the extent to which mastery testing contributes to instructional effectiveness and to determine the size of its effects in different outcome areas, such as aptitude and instructional time. A meta-analytic methodology was used to integrate findings from experimental studies. Twenty studies examined…