An Empirical Analysis Of A Cumulative/Re-Work Testing Strategy: Its Effect On Student Performance in Principles Of Finance

This paper examines the effectiveness of a cumulative/rework testing strategy (CRTS) in principles offínance course. We find evidence suggesting that CRTS adversely affected student performance although students had a positive perception of CRTS. The empirical results are robust to different estimation methods and different performance measures. The fíndings of this study are in contrast with the literature in psychology and accounting. We conjecture that the mechanics of responding to CRTS may be different with respect to different disciplines or different student academic standings and students may not study as hard as they should since they know that they can rework the missed problems.