Using Web-Based Quizzing to Improve Exam Performance: Lessons Learned

Daniel, David B.; Broida, John

doi:10.1207/s15328023top3103_6

Cited by 61 publications

(76 citation statements)

References 5 publications

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“…Many instructors expect the students to read the book. Consequently, instructors may not make any attempt to institute course components that will make students more likely to read (e.g., online quizzes; Daniel & Broida, 2004). If students realize or believe that they can do well on exams or make it through lectures without reading the book, they likely will not read the book.…”

Section: Discussionmentioning

confidence: 99%

Predicting Textbook Reading

Gurung

Martin

2011

Teaching of Psychology

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The authors constructed the Textbook Assessment and Usage Scale (TAUS) to measure students' textbook evaluations. They tested the scale in 6 introductory and 3 upper level classes. In Studies 1 and 2, the authors developed the TAUS, tested its psychometric properties, and determined which factors predicted how much students read the book and student exam scores. In Study 3, the authors used different introductory textbooks; and in Study 4, they used upper level classes. The authors found initial data to support the psychometric properties of the TAUS. Sex of student, student perceptions of the quality of visuals, pedagogical aids, photographs, writing, and course design predicted student text reading and exam scores. The number of significant predictors varied across textbooks and classes studied.

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Section: Discussionmentioning

confidence: 99%

Predicting Textbook Reading

Gurung

Martin

2011

Teaching of Psychology

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“…Simply saying an answer is incorrect and presenting the correct answer allows the student to move on without further thought on the topic. A more effective feedback tactic is to indicate that the student’s answer was incorrect but then offer guidance about how to learn the material necessary to master the topic (in this case, indicating where in the text additional information can be found; see Daniel & Broida, 2004, for related evidence).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course

Johnson

Kiviniemi²

2009

Teaching of Psychology

102

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Assigned textbook readings are a common requirement in undergraduate courses, but students often do not complete reading assignments or do not do so until immediately before an exam. This may have detrimental effects on learning and course performance. Regularly scheduled quizzes on reading material may increase completion of reading assignments and therefore course performance. This study examined the effectiveness of compulsory, mastery-based, weekly reading quizzes as a means of improving exam and course performance. Completion of reading quizzes was related to both better exam and course performance. The discussion includes recommendations for the use of quizzes in undergraduate courses.

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“…However, performance also impacts the choice to exercise the challenge quiz option. In an attempt to unpack the impact of this technique on student performance (and following Daniel and Broida (2004) who provide evidence that quizzing improves performance on subsequent exams) our specification investigates the extent to which taking a challenge quiz impacts performance on the subsequent exam. Thus, each of the three exam scores is modeled as a function of student-specific characteristics (sex, class year, standardized SAT, attendance, and number of study methods typically used during the semester 1 ), the grade received on the in-class quiz prior to that exam, and a variable indicating whether the student exercised their challenge quiz option before that exam.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Challenge Quizzes on Student Knowledge

McGoldrick

Schuhmann²

2016

American Economic Review

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A deep body of literature supports the notion that learner-centered, interactive teaching practices can improve student learning (Bransford, Brown, and Cocking 1999). Endorsements in the literature for a wide range of active learning strategies in economics courses suggests that faculty are amenable to moving beyond chalk and talk. Yet, research-based evidence demonstrating the effectiveness of such practices in economics is limited and it is mixed. Becker (1982) suggests a plausible explanation for varied results. If classroom innovations decrease the costs of knowledge acquisition, students may reallocate the time gains to nonacademic pursuits. Because pedagogic innovations are costly to instructors and their impact on student learning is uncertain, it is not surprising that instructors may be reluctant to adopt new approaches (Watts and Becker 2008).An alternative to modifying teaching practices is to modify assessments to foster improved student engagement. Students may vary the intensity and approach to studying according to factors such as the format of assessment (Scouller 1998) and often behave strategically, allocating time and attention based on expectations of what will be assessed and how to earn strong grades. Because course assessments often frame and orient learning behaviors, Gibbs (2006) argues that assessments may have more impact than teaching on learning outcomes. Scouller and Prosser (1994) suggest that assessment may be the most important factor influencing student learning.We present an alternative method for motivating student learning, the "challenge quiz," that builds on the benefits of essay-based assessment and mastery learning and testing. Because our method employs a blended formative/summative assessment tool rather than pedagogic practice, it avoids the potential substitution of student time toward other pursuits. The selective and limited nature of the assessment also avoids imposing an excessive grading burden on instructors.

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Using Web-Based Quizzing to Improve Exam Performance: Lessons Learned

Cited by 61 publications

References 5 publications

Predicting Textbook Reading

Predicting Textbook Reading

The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course

The Impact of Challenge Quizzes on Student Knowledge

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