innovative quiz strategies June 1

An Innovative Quiz Strategy


Here’s an interesting way to incorporate collaboration in a quizzing strategy, with some pretty impressive results.

Beginning with the mechanics: students took three quizzes in an introductory pharmaceutical science course. First, they completed the quiz individually. After answering each question, they indicated how confident they were that their answer was correct—5 for absolutely certain and 1 for not knowing and guessing. Then for a period of time (length not specified in the article), they were allowed to collaborate with others seated near them on quiz answers. After that discussion, they could change their quiz answers, if they desired. At that point, they again rated their confidence in the correctness of the answers. Quiz answer sheets and confidence levels were then turned in. Immediately, correct quiz answers were revealed and once again students had the opportunity to discuss answers with each other.

Teaching large classes. October 5, 2017

A Quiz That Promotes Discussion and Active Learning in Large Classes


Educational research is full of studies that show today’s students learn more in an active-learning environment than in a traditional lecture. And as more teachers move toward introductory classes that feature active-learning environments, test performance is improving, as is interest in these classes. The challenge for teachers is finding and developing those effective active-learning strategies. Here’s a take-home quiz activity that I’ve adapted and am using to get students interested in my course content.

I teach a large, non-major chemistry course. I try to include topics such as pollution sources, alternative fuels, nutrition videos, and hometown water supplies that are relevant to students in different majors. I give a five-question quiz assignment several days before the topic comes up in class and then use it to facilitate class discussion. I want students thinking and applying course content. The first thing I ask for is a link to a recent article or video of interest to the student within the designated topic area (e.g., Find a recent article that describes an alternative energy source). Question two asks for a general understanding or definition (e.g., Is this energy source renewable or nonrenewable? Explain.). Next are questions that encourage students to interpret what they’ve read and assess its reliability (e.g., How does this energy source compare to oil and coal? Or how will this energy source help meet our current and future energy needs?). The quiz wraps up with a question that asks for the student’s opinion on the topic (e.g., Burning garbage to produce electricity is an alternative fuel—would you be happy to see your town adopt this method? Explain.).

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college students studying for quiz March 30, 2016

Five Types of Quizzes That Deepen Engagement with Course Content


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 with the reading. That kind of quizzing doesn’t motivate reading for the right reasons and it doesn’t promote deep, lasting learning. But I keep discovering innovative ways faculty are using quizzes, and these practices rest on different premises. I thought I’d use this post to briefly share some of them.

February 26, 2014

Examining Your Multiple-Choice Questions


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 the time of World War I to measure the abilities of new Army recruits. As class sizes have grown and the demands on teacher time expanded, they have become the favorite testing tool in higher education.

December 19, 2013

A Quiz Design that Motivates Students


Many faculty members use quizzes to keep students prepared and present in class. The approach often tends to be punitive, however, motivating students by extrinsic means. Karen Braun and Drew Sellers, who teach beginning accounting courses, wanted to use quizzes in the usual ways—to get students coming to class having done the reading, to arrive in class on time, and to participate in class discussion, but they wanted their quizzes to be more about intrinsic motivation and less about assessment. How did they achieve that objective? They incorporated a number of “motivational” design features into their use of quizzes.