A Study of Student Retention using Rapid and Repetitive Testing: Preliminary Classroom Results from an FE Review Course

In this study, we have attempted to improve our students ’ retention of subject matter using a strategy of rapid and repeated testing. The study was done during the fall 2007 semester in a 1-credit, semester-long, review course for the FE exam. Retention was measured by comparing student performance on quizzes to their performance on the same topic-specific questions on intermediate quizzes and on the final exam. Retention results were also compared to results for one topic that was taught without any intermediate testing. This topic was used as a control. The topic was taught to the same students and by the same instructor, but the topic was covered in a different course. Learning on the control topic was evaluated as part of a normal hour exam using a timed FE style instrument. Retention was measured for the control topic as part of the final exam. However, no intermediate testing was done. Our results showed significantly increased retention in eight of the nine subject areas reviewed with rapid, repeated testing. As part or our work, we are developing review courses to help prepare our students to pass the discipline-specific Fundamentals of Engineering (FE) exam. The review cours