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Results indicate that having two midterm exams benefits freshmen but not junior students, assessed via exam difference scores and subgroup performance.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Keus, Jamie Grunwald, and Neil Haave*  \nUniversity of Alberta, Augustana Campus  \n4901 – 46 Avenue, Camrose, AB, CANADA, T4V 2R3  \n*[Primary contact:](Primary contact: nhaave@ualberta.ca)[ ](Primary contact: nhaave@ualberta.ca)[nhaave@ualberta.ca](Primary contact: nhaave@ualberta.ca)  \nAbstract  \nMidterm exams are a multi-use tool, providing evaluation of students for professors but also acting as a learning tool for students. Midterms may improve learning outcomes by contributing to the testing effect: the phenomenon in which retrieval of learned material (i.e., testing) produces improvements in long-term retention beyond those produced through additional rehearsal or re-exposure (i.e., studying or re-reading). Additionally, increased frequency of testing may impact student behaviors and attitudes (e.g., spaced practice, self-efficacy), increase the testing effect, or impact both, which ultimately improves learning outcomes. This study considered the differential impact of one versus two midterm exams on students’ exam difference scores (final exam score minus first midterm exam score) . We also considered whether two midterm exams differentially impacted low-and high-achieving students. Results suggest that two midterm exams benefit freshmen but not junior students.  \nKeywords: testing effect, frequency effect, midterm exam, student learning outcomes   \nIntroduction  \nMidterm and final exams are common forms of assessment implemented in undergraduate university courses to determine the degree of students’ mastery of course material. However, midterms can act as a multi-use tool, providing evaluation of students for professors but also acting as a learning tool for the students. Usually, courses will have one or more midterm exams spaced throughout the semester in addition to a final exam; these midterm exams may or may not be cumulative (Myers & Myers, 2007) . Although there are anecdotal preferences for the number of midterms a course should have, there is limited research on the benefits of one versus two midterm exams on the outcome of students’ final exam scores. Our study was designed to fill this gap in the research by considering whether a second midterm could improve student learning outcomes. Studies supporting midterm exams as a learning tool cover two broad areas of research: testing effects and frequency effects.  \nTesting Effects  \nInterest in the testing effect has generated significant research both in labs and classroom settings. The testing effect occurs when retrieval of learned material (i.e., testing) produces improvements in long-term retention beyond those produced through additional rehearsal or re-exposure (i.e., studying or re-reading) (Brame & Biel, 2015; Carpenter, 2012; Roediger & Butler, 2011) . Early laboratory research  \non the testing effect was predictably structured (Carpenter, 2012) . A learning phase allowed participants to encode the material. This was followed by a testing phase or re-study (control) phase allowing participants to either retrieve or re-read the material. Finally, a second test phase was used to determine retention of the material. The positive impact of testing in early work implied that testing should be introduced into educational settings to improve achievement (Spitzer, 1939; Wheeler & Roediger, 1992). However, laboratory conditions do not adequately mirror educational settings, therefore, substantial work has now been done to ensure that the testing effect holds true in classroom settings.  \nA plethora of classroom research suggests that the testing effect is robust. The testing effect occurs despite differences in test materials (e.g., words, prose, pictures, spatial locations), test formats (e.g., multiple choice, short answer, free recall, quiz), and timing (e.g., minutes versus weeks between testing phases)(Bae et al., 2018; Carpenter, 2012; Carpenter & Kelly, 2012;","cbCaij4cxkEB30wk","https://ap.wps.com/l/cbCaij4cxkEB30wk","pdf",191807,"English","# Abstract\n# Introduction\n# Testing Effects","[{\"question\":\"How do midterm exams support student learning beyond grading?\",\"answer\":\"Midterms can improve learning outcomes by triggering the testing effect, where retrieving learned material enhances long-term retention compared with additional study or re-reading.\"},{\"question\":\"What does the study compare regarding midterm frequency?\",\"answer\":\"The study examines the differential impact of one versus two midterm exams on students’ exam difference scores, defined as the final exam score minus the first midterm score.\"},{\"question\":\"Do two midterm exams help all students equally?\",\"answer\":\"Results suggest two midterm exams benefit freshmen but not junior students, indicating different effects by achievement level.\"}]","A Method to the Midterms: The Impact of a Second Midterm on Students’ Learning Outcomes | PDF",1792079967,15]