DR. DAN PEZZULO
  • Home
  • Experience
  • Education
  • Contact
  • Think About It...

Do Quizzes Improve Student Learning?

2/1/2017

0 Comments

 
Picture
According to Dr. Weimer, there’s a lot of talk these days about evidence-based instructional practices.  Seven studies were examined (and listed at the end). Not all of the studies report the same positive results, but if they are viewed collectively, the use of quizzes seems to yield some impressive benefits.
​
But the devil is in the details, as in the specific combination of factors and conditions that produced the results. When I looked closely at this subset, I was amazed at the array of details that could potentially affect whether quizzes improve learning.
  • What types of questions are used (multiple choice, short answer, etc.)?
  • What’s the relationship between quiz questions and questions on the exam (same questions, similar questions, or completely different)?
  • How many quizzes are given throughout the semester?
  • When are the quizzes given—before content coverage or after? How soon after?
  • Do students take the quizzes in class or online?
  • Are the quizzes graded or ungraded? If graded, how much do they count?
  • Is the lowest score dropped?
  • What kind of feedback are students provided?

In addition to these design details, there are content variables derived from what’s being taught, the level at which it’s taught, the type of course, and the instructional method used to deliver it. And then there are student variables, such as their year in college and academic performance to date. In all likelihood, the classroom climate exerts some influence on the outcomes as well.

What this evidence tells us is that given a particular set of conditions, quizzes produce positive results, in most cases a range of them. And that gives us three things to consider.
​
First, based on studies done in our disciplines, quizzes are an evidence-based instructional strategy only in a general sense. If your course design details and teaching context aren’t the same as those in the study, you aren’t assured the same results.

Second, to be sure that your quizzes produce the desired results, you need evidence. You can conduct your own empirical analysis. One of the benefits of all these different studies is that they provide a range of different ways quiz performance can be analyzed. That will give you the best evidence, but you can also do something quasi-empirical. You can look at exam scores in sections with and without quiz scores. You can ask students how a course with quizzes affects their attendance, preparation, and study habits. Or, you can carefully, thoughtfully, and objectively observe how quizzes are affecting learning. What we need to stop doing is assuming that just because an instructional strategy has been studied and judged effective, we can use that same strategy and accrue the same benefits.

Finally, looking at a set of studies (whether on quizzing or a range of other instructional strategies) illustrates the profound importance of instructional design. So often, when we decide on an instructional approach, we just do it. Without much thought or purposeful decision-making, we come up with a way to use quizzes. And yet it’s those easy, seemingly minor decisions about the details that determine the outcome.

7 Studies:
​

Azorlosa, J. W. (2011). The effect of announced quizzes on exam performance: II. Journal of Instructional Psychology, 38, 3-7.

Batsell, Jr., W. R., Perry, J. L., Hanley, E., and Hostetter, A. B., (2017). Ecological validity of the testing effect: The use of daily quizzes in introductory psychology. Teaching of Psychology, 44 (1), 18-23.

Braun, K. W., and Sellers, R. D. (2012). Using a “daily motivational quiz” to increase student preparation, attendance and participation. Issues in Accounting Education, 27 (1), 267-279.

​Hardsell, L. (2009). The effect of quiz timing on exam performance. Journal of Education for Business, 84 (3), 135-141.

Hatteberg, S. J. and Steffy, K., (2013). Increasing reading compliance of undergraduates: An evaluation of compliance methods. Teaching Sociology, 41 (4), 346-352.

Johnson, B. C., and Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam performance in an undergraduate social psychology course. Teaching of Psychology, 36 (1), 33-37.

Kouyoumdjian, H. (2004). Influence of unannounced quizzes and cumulative final on attendance and study behavior. Teaching of Psychology, 31 (2), 110-111.
 
 
 

0 Comments

Your comment will be posted after it is approved.


Leave a Reply.

    Disclaimer: This website is for informational and educational purposes.   
    ​
    Any and all blog content represents a synthesis of empirical information found on the internet, of my own personal opinions,  and my professional experiences. Nothing posted reflects or should be considered professional advice. Interaction with me via the blog does not constitute a professional or therapeutic relationship. For professional and customized advice, you should seek the services of a licensed mental healthcare professional.
    I do not assume liability for any portion or content of material on the blog and accept no liability for damage or injury resulting from your decision to interact with the website.

    Archives

    August 2022
    August 2020
    September 2018
    March 2018
    February 2018
    October 2017
    September 2017
    May 2017
    March 2017
    February 2017
    January 2017
    October 2016
    September 2016
    June 2016
    May 2016
    March 2016
    January 2016
    December 2015
    November 2015
    October 2015
    September 2015
    August 2015
    July 2015
    June 2015
    May 2015

    Categories

    All
    Care & Treatment
    College
    Diagnoses & Disabilities
    Education & Teaching
    Health & Mental Health
    Neuroscience
    Parenting
    Technology
    Transitional Services

© Copyright 2022    Dr. Dan Pezzulo 
Lancaster, PA 17601
  • Home
  • Experience
  • Education
  • Contact
  • Think About It...