Assessments have become increasingly prevalent in education. While many aﬀordances of assessments are oﬀered in the literature, there is mixed evidence on how assessments aﬀect students' learning and performance. Moreover, a testing eﬀect has been identiﬁed in lab-based studies where more testing is associated with better performance; however, less is known about the eﬀects of testing on performance in situ. The present study employs data from two Mechanics courses to analyze the eﬀects of testing on performance. We compare two sections—experimental condition with testing (N = 36) and control condition with homework (N = 38)—of the Mechanics course, to examine the relative importance of testing. We ﬁnd a strong eﬀect for regular testing on student mid-term and ﬁnal exam performance. The ﬁndings have broad implications for the growing testing eﬀect literature.
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