With most instructional practices, it's all about how they're implemented. That's what determines whether they're right or wrong. Professor Tropman teaches introductory and upper division philosophy courses. She acknowledges that there are arguments against using reading quizzes, but writes, “I have had success using quizzes in my classes.” (p. 145) “For me, quizzes help set the atmosphere that I seek: one with the expectation that everyone comes to class prepared to engage with the material at hand.” (p. 143)
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With most instructional practices, it's all about how they're implemented. That's what determines whether they're right or wrong. Professor Tropman teaches introductory and upper division philosophy courses. She acknowledges that there are arguments against using reading quizzes, but writes, “I have had success using quizzes in my classes.” (p. 145) “For me, quizzes help set the atmosphere that I seek: one with the expectation that everyone comes to class prepared to engage with the material at hand.” (p. 143)
Here's a quick rundown as to how she uses reading quizzes. Students find out about them on the first day of class. “I explain to my students that reading philosophy is crucial to learning, writing, and doing philosophy.” (p. 141) Her students don't have a reading quiz every day, but quizzes happen often enough that students know they need to arrive in class having done the reading. To get students accustomed to these quizzes and to help them know how to prepare, she launches the activity with several nongraded, noncollected practice quizzes.
And she uses different kinds of quizzes. Sometimes the one or two quiz questions can be answered with a few words; sometimes answers require a sentence or two. Some days she solicits students' critical reflections on the reading; other days they are asked to summarize the main points in the reading. On occasion students complete the quiz in pairs or in groups. Some days the quizzes are open-book. A handful are even take-home. If the reading is particularly challenging, she may give students a reading question with the assignment. If they come to class able to answer that question, they will do well on the quiz question.
She underscores the importance of the reading by making the quizzes worth 20 percent of the grade in the introductory course and 15 percent in the upper division course. She does give partial credit for answers, but no credit for an answer that indicates the student has not read the material or has only skimmed it. Makeups aren't allowed, but the lowest two quiz scores are dropped at the end of the course.
Reading quizzes in these courses garner a range of benefits. Students come to class and on time, as the reading quizzes are the opening activity. As they wait for class to begin, students are reviewing the reading and talking about it with each other. “Not surprisingly, since many students come to class already familiar with the text at hand, and having thought about the reading, class discussion is much more fruitful and lively.” (p. 141)
This article is exceptional in that Professor Tropman deals with the arguments against quizzing. She describes them in detail, including quotations, and then she responds—with reasons and accounts of her own experiences. For example, some have argued that regularly quizzing fosters antagonistic relationships between the teacher and the class. Students become resentful. Professor Tropman admits she shared this concern the first semester she used quizzes. “Yet, rather than facing a class revolt, I found students are grateful for quizzes.” (p. 143) And the data she collected from students in both courses confirms this. Of the students surveyed, 89 percent reported a very positive or somewhat positive overall opinion of the quizzes. Did the quizzes encourage them to do the reading? Eight-five percent said they did so at a high or moderate level. Undoubtedly, the way Professor Tropman administers the quizzing activity contributes to this positive response.
Perhaps the most compelling argument against reading quizzes is that they motivate students to read for the wrong reasons. They are reading to get the quiz points, and that contributes to grade-oriented attitudes rather than learning-oriented approaches. Professor Tropman recognizes the validity of the argument but suggests that quizzes might increase intrinsic motivation. “To the extent that quizzes help improve one's reading skills, reading will become less frustrating, as well as more enjoyable, rewarding, and stimulating.” (p. 144) And then this point: “Once students are able to see a real connection between the day's reading and classroom discussion, difficult texts can become less foreign and more accessible.” (p. 144) Maybe students would need less “force” to do the reading if they understood how much reading (in most courses) promotes their understanding of the course content.
It's a well-written article that underscores how teaching strategies are not definitively right or wrong. How well they work depends on how they're used. In this case the professor includes many quiz features that promote learning and engagement. She also includes components that lessen the anxiety students often associate with testing situations. Success of instructional strategies also depends on the context in which they're used. As one of Professor Tropman's students candidly observed of the philosophy course, “I can't see how this class would function without the reading quizzes.” (p. 143)
Reference: Tropman, E. (2014). In defense of reading quizzes. International Journal of Teaching and Learning in Higher Education, 26 (1), 140-146.
