Could daily exams be the antidote to flagging student engagement and outcomes?
This research suggests an “exam-a-day” teaching approach has an impact on UK school classrooms, with a focus on student engagement, academic impact, and teacher workload.
The “exam-a-day” teaching method integrates a brief ‘exam’ (assessment) into every lesson.
Designed to improve student outcomes and originally piloted in psychology courses in higher education (Leeming, 2002), this model proposes that each 100-minute class begins with a 10-15 minute
