There has been quite a bit of controversy as to whether or not quizzing periodically and consistently is helpful for students.
Recent research by Batsell and colleagues (2016) has found students performed better across all three different testing conditions where tests were either identical to the quizzes throughout the semester, similar to the quizzes throughout the semester, and completely different both on wording as well as concepts from quizzes throughout the semester. Batsell and colleagues (2016) offer several reasons why this effect may be occurring such as instructor style or type of semester, but the explanation that they believe is most plausible is the daily engagement with the course material. By having scheduled quizzes, students are 1) engaging with bits of information at a time instead of gigabytes (i.e., cramming for their exam the night before) and 2) reviewing the material for a sum total longer than if quizzes were not scheduled (i.e., again not cramming for eight hours the night before).
For the primary source, see Batsell et al. (2016)