Kaleigh Mrowka (Class of 2010) and Professor Danette Johnson co-authored a journal article that has been accepted for publication in Communication Education, a blind-reviewed publication of the National Communication Association. The article title is "Generative Learning, Quizzing, and Cognitive Learning: An Experimental Study in the Communication Classroom." It reports on an empirical study of classroom interaction conducted by the authors.
Specifically, the study examines whether use of quizzing designed to promote high student engagement, quizzing focused on lower student engagement, or no quizzing is most strongly associated with student exam scores and performance on written assignments. Results support the use of "quizzing groups" to improve student performance, and demonstrate that students completing quizzes promoting high engagement performed better than those completing quizzes focusing on rote memory and comprehension.
https://www.ithaca.edu/intercom/article.php/20100128080726896