A prior CATS (Accounting Chapter 6 Re-Teach, March of 2016) measured what was learned in inventory valuation from one semester to another, after a teaching intervention (candy example) was included. Although the grade/scores improved from the formative assessment, the first quiz, the class average for the second quiz was only 11 out of 20 or 55%, which is a failing grade. Since this second quiz was not for a grade, but rather just a summative evaluation for research purposes, I decided to use the same quiz, but as a graded item for Fall of 2016 and Spring of 2017. My hypothesis was that when a recorded grade is attached to a quiz, students will rise to the occasion and perform much better. I used the same teaching intervention of my candy example for both semesters, Fall of 2016 and Spring of 2017. According to the two, attached histograms of both semesters' quiz results, my hypothesis proved correct. The Fall 2016 class average was 14/20 or 70% (third quiz), but the Spring 2017 class average was higher, 17/20 or 85% (fourth quiz). I will continue using this candy example intervention.