Studies on testing and learning conducted more than 20 years ago demonstrated that tests promote learning and that more frequent tests are more effective than less frequent tests (Dempster&Perkins, 1993). Frequent smaller tests encourage continuous effort rather than last minute cramming and may also reduce test anxiety because the consequences of errors are reduced. College students report preferring more frequent testing than infrequent testing (Bangert-Downs, Kulik, Kulik, 1991). More recent research indicates that teachers’ assessment purpose and beliefs , the type of assessment selected, and the feedback given contributes to the assessment climate in the classroom which influences students’ confidence and motivation. The use of self-assessment is also important in establishing a positive assessment climate.