Review Quizzing in Face-to-Face Courses: Students Prefer Graded or Ungraded to Pop Quizzes, but No Differential Impact on Long-Term Learning

Students were administered in-class review quizzes that were designated as graded, ungraded, or potentially graded (pop). Most students preferred quizzes that were either graded or ungraded, but there were no significant differential effects of type of quiz on long-terming learning of the topics covered on the quizzes.