This research paper describes a study that examines a testing effect intervention deployed in an engineering classroom setting. The testing effect is based on the premise that learning is improved when students engage with newly acquired information by challenging themselves to answer questions about the content instead of using other means of interacting with the content, such as rereading a text. The testing effect has been established in laboratory research studies [1]. To translate this finding into educational practice, classroom research studies [2]-[6] aim to define the conditions for which the testing effect remains robust in authentic classroom settings. In the classroom domain, a testing effect intervention often consists of low- or no-stakes quizzing with feedback during the learning period, followed by a summative assessment at the end of the unit. Previous investigations have studied the impact of conditions, such as the question type (identical or related; definitional or application), the quiz participation incentives, and the quiz delivery patterns on the testing effect outcome for all participants in the study. Nguyen & McDaniel [7] review several classroom studies aimed at improving student learning through the use of quizzing.