Effectiveness of Regular Online Quizzing in Increasing Class Participation and Preparation
Written by: Kristi Verbeke
The following SoTL article highlights a study conducted by Michael Marcell at the College of Charleston in Charleston, SC, that addresses an issue almost all instructors can relate to—students coming to class unprepared. Marcell argues that not reading assigned materials negatively impacts the classroom atmosphere (e.g., diminished student involvement, lower quality discussions) and causes students to fall behind. As a result, Marcell decided to investigate whether administering quizzes on a regular basis would help increase student participation and preparation.
Marcell’s study involved administering quizzes on 13 of the 22 assigned readings (6% of the final grade) in his Introduction to Psychological Science class. In total, six sections (n = 172) participated over the course of three semesters (two sections each semester). This sample allowed him to compare between and across sections. Each class was divided into 5 units: both sections completed quizzes on readings from Unit 1, one section completed quizzes on Units 2 and 4, and the other section on Units 3 and 5 (determined by a coin flip). Quizzes contained 5 multiple-choice items, randomly selected from a pool of 15-20 questions, and were administered online. They were not proctored, but were timed to prevent students from spending too much time looking up the answers. Students were also discouraged against working together to complete the quizzes. Immediate feedback was provided to students on their scores.
Marcell defined participation as question-asking and comments, which he measured by soliciting questions and comments on assigned readings during the first five minutes of class. These questions and comments were listed on the board, addressed, and the number of was recorded during each class period. Preparation was defined as reporting having completed reading assignments before class. Students reported their preparation through online, extra credit, anonymous surveys by indicating the number of days they had come to class prepared (“having completed all or most of the assigned reading”).
Overall, Marcell found that students in the sections which received quizzes on assigned readings asked over twice as many questions as those that did not. Additionally, when comparing the sections in terms of participation, students who had taken quizzes reported being more prepared than those who had not. Marcell concluded that regular quizzing resulted in more reading-related questions and in students being more likely come to class having read the assigned readings.
Marcell also made the anecdotal observation that classes were more passive, less prepared, and less willing to shape the direction of the class’s activities when they were not taking quizzes over a particular unit. He hypothesized that the immediate feedback students received from quizzes helped them identify where they were lacking understanding in the material, prompting them to ask for clarification at the next class session. Many students also provided positive feedback regarding the regular quizzes. Specifically, they cited an upcoming quiz as a motivator to do the reading and also a tool to help with comprehension.
If you’d like to learn more about creating online quizzes as a means to encourage participation and preparation, check the OTL calendar for Advanced Blackboard 3: Creating Online Assessments or contact us at otl.wayne.edu.
Kristi Verbeke, MEdProgram Coordinator, Office for Teaching & Learning
af5315@wayne.edu
(313) 577-6448