Previous studies in the area of testing frequency are scarce and outdated, but provide results showing that college students performance improves on objective tests when more frequent tests are given. The purpose of this study was to measure college students' performance on more frequent tests by reducing a unit of study into smaller segments, administering three short tests, and comparing results to those for one long test. Students' attitudes toward the more frequent tests and changes in study time were also measured. Results indicate that students prefer frequent tests, believe they are learning the material more thoroughly, and spend more time studying for them. Compared to students in the control group (given three short tests combined into one long test), the students in the experimental group improved their performance by 15.73 points--a result which was statistically significant beyond the .001 level. Results of this study, as well as the few other studies reported, support the benefits that may be gained by college students who are given the opportunity to improve their learning through the use of frequent tests. (Author/LMO)