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.
Mix up the structure – Elizabeth Tropman makes a strong case for reading quizzes (highlights from her piece appear in the March issue of The Teaching Professor). She changes up quiz structures on a regular basis. Sometimes it’s the usual objective questions, other times it’s short-answer questions, or it might be a question that asks for an opinion response to the reading. Some quizzes are open-book; a few are take home. What an interesting way to give students experience responding to different kinds of test questions and to keep quiz experiences from becoming stale.
Reference: Tropman, E., (2014). In defense of reading quizzes. International Journal of Teaching and Learning in Higher Education, 26 (1), 140-146.
Collaborative quizzing – Lots of different options are being used here. Students do the quiz, turn it over, stand up and talk with a partner, to others in a …