The body of evidence supporting the effectiveness of regular quizzes on assigned readings continues to grow. They’ve been shown to raise exam scores in courses from different disciplines, at two- and four-year institutions and with varying quiz logistics (online and in class, for example). It’s
An interesting variety of different types of quiz questions and formats are used in two philosophy courses with the goal of encouraging students to come to class on time, prepared, and ready for discussion.
In last week’s post, we looked at a sample of the discipline-based evidence in support of quizzes with the goal of gaining a better understanding of what it means to say that an instructional practice is evidence-based. We are using quizzes as the example, but
There’s a lot of talk these days about evidence-based instructional practices, so much that I’ve gotten worried we aren’t thinking enough about what that means. Let me see if I can explain with an example. Recently I’ve been trying to locate the evidence that supports
I’ve been rethinking my views on quizzing. I’m still not in favor of quizzes that rely on low-level questions where the right answer is a memorized detail or a quizzing strategy where the primary motivation is punitive, such as to force students to keep up
As Ron Berk (known for his pithy humor) observes, the multiple-choice question “holds world records in the categories of most popular, most unpopular, most used, most misused, most loved and most hated.” According to one source I read, multiple-choice questions were first used around
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