Background: Retrieval practice, when students articulate or use knowledge from memory, is one of the most powerful mechanisms for accelerating students’ learning, but students generally do not choose to use this type of practice on their own. The strategic use of tests (i.e., quizzes or exams) can engage students in retrieval practices to improve learning.

Purpose: We explore the trade-offs between two evidence-based testing strategies: frequent testing (e.g., weekly or every other week exams) and second-chance testing (i.e., giving students an opportunity to take a second version of an exam if they are not satisfied with their performance on their first attempt).

Methods: We used a quasi-experimental study design in a computer architecture course comparing three testing regimens: frequent testing with 11 exams and no second-chance testing, moderately infrequent testing with 3 exams and second chance testing, and moderately frequent testing with 4 exams and second chance testing.

Results: We found no statistically significant differences in students’ performance on a common final exam between the three testing regimens. Students generally performed better on their first-chance exams under the frequent testing regimen. We also found that students found the course to be more difficult and stressful and the exams less helpful for their learning under the least frequent testing regimen.

Conclusions: Combining more frequent exams with second chances on those exams does not provide additional benefits for exam performance but may improve the overall student learning experience.