Low Stakes Quizzes as a Learning Tool
Low Stakes Quizzes as a
Low Stakes Quizzes as a
Learning Tool
Learning Tool
Taryn Vian, PhD
Matthew Banos, MBA, MPH(c)
Amanda Huffman, MPH(c)
Department of International Health
Boston University School of Public Health
tvian@bu.edu
The problem
The problem
Students sometimes skipped readings and
missed foundational knowledge
Each session introduced discrete tools
and concepts, but students weren’t seeing
how they related
Students wanted more opportunities for
self-assessment before high stakes exam
I wanted a low-stakes, low stress
assessment tool, easy to score, quick
The solution
The solution
Daily quiz, 10 minutes, 3-5 questions each
Worth 10% of grade, full credit if took
most quizzes
Questions on previous session content
and readings in prep for this session (i.e.
connecting 2 sessions)
Closed book, reviewed as a group
immediately
Scored by TA, returned same class
Results & benefits
Fit time allotted (usually 5 min. with 5 min.
to review answers); no student missed >1
TAs able to grade and return same day
Score per quiz on average ranged from
71-100%
(2 over 90%, 4 in 80-89% range, 2 in 70-79%
range; 2 quizzes used for mid-term assessment, and a
post-test with different scoring)
Types of learning: foundational knowledge,
application, integration, learning to learn
Foundational Knowledge
Foundational Knowledge
“Once we had a concept
on a quiz, if I didn’t
remember its meaning
before, I remembered it
after. For example, I could
not remember that starting
a budget from scratch was
called “zero-based
budgeting” but since we
had it on the quiz I haven’t
forgotten that term.”
Foundational Knowledge
Foundational Knowledge
I think that foundational
learning is promoted
through the weekly
quizzes…either way,
students get to learn it:
in preparing for the class,
in class, in preparing for
the quiz the following
week, or in the
corrections after the
quiz.
Sample question:
2. Which of the
following are examples
of a variable cost:
a.
Syringes
b.
Rent
c.
Electricity
d.
Buildings & grounds
Application
Application
“Application was tested in both our in-class quizzes and
weekly assignments. I think that both were challenging but
fair and helped to continually check our progress and
understanding of the material.”
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
:
Mary manages ARHP’s petty cash (imprest) fund to pay for
transport and supplies. The fund has a $100 fixed balance. The
annual budget for transport expenses is $400 and the budget
for supplies is $800. Mary now has $20 in cash and $80 in
petty cash vouchers (receipts). It is time to replenish the
account. How much cash should she request?
Integration
Integration
“The weekly quizzes were a simple method
to reinforce topics covered in the previous
lecture or the readings. I was forced to
constantly revisit my notes, the
PowerPoints, etc. from class, rather than
forgetting about the topics until the exam.”
S
a
m
p
l
e
Q
u
e
s
t
i
o
n
:
Step down cost analysis is one way of calculating unit costs for
a hospital. Using patient-day equivalents is another way to get
unit cost information. Describe 1 strength and 1 limitation of
each of these alternative approaches.
Learning to Learn
Learning to Learn
“The weekly quizzes and
assignments challenged
my typical
procrastinating-self to
stay on top of the
concepts we were
covering. I definitely feel
this course has made me
a better student, both in
practice and by igniting a
new confidence.”
Former student assisting Basotho
health staff with financial management
This course is like a puzzle.
This course is like a puzzle.
Limitations
Limitations
Students arriving late to class
Takes away from time for lecture, other
activities
Some questions were ambiguous or
contained mistakes
Conclusion
Conclusion
In-class quizzes can help promote
significant learning: foundational,
application, integration, and learning to
learn
Even when scores “don’t count,” most
students took the quizzes seriously
Quizzes provided a two-way window on
learning: self-assessment opportunity to
students, and continuous feedback to the
instructor
Addressing the issue of missed foundational knowledge, this study implemented daily low-stakes quizzes as a learning tool in a university setting. The quizzes, focused on previous session content and readings, provided self-assessment opportunities and facilitated understanding of interconnected concepts. Results showed improved knowledge retention and learning outcomes across various levels of comprehension.
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Presentation Transcript
Low Stakes Quizzes as a Learning Tool Taryn Vian, PhD Matthew Banos, MBA, MPH(c) Amanda Huffman, MPH(c) Department of International Health Boston University School of Public Health tvian@bu.edu
The problem Students sometimes skipped readings and missed foundational knowledge Each session introduced discrete tools and concepts, but students weren t seeing how they related Students wanted more opportunities for self-assessment before high stakes exam I wanted a low-stakes, low stress assessment tool, easy to score, quick
The solution Daily quiz, 10 minutes, 3-5 questions each Worth 10% of grade, full credit if took most quizzes Questions on previous session content and readings in prep for this session (i.e. connecting 2 sessions) Closed book, reviewed as a group immediately Scored by TA, returned same class
Results & benefits Fit time allotted (usually 5 min. with 5 min. to review answers); no student missed >1 TAs able to grade and return same day Score per quiz on average ranged from 71-100% (2 over 90%, 4 in 80-89% range, 2 in 70-79% range; 2 quizzes used for mid-term assessment, and a post-test with different scoring) Types of learning: foundational knowledge, application, integration, learning to learn
Foundational Knowledge Once we had a concept on a quiz, if I didn t remember its meaning before, I remembered it after. For example, I could not remember that starting a budget from scratch was called zero-based budgeting but since we had it on the quiz I haven t forgotten that term.
Foundational Knowledge I think that foundational learning is promoted through the weekly quizzes either way, students get to learn it: in preparing for the class, in class, in preparing for the quiz the following week, or in the corrections after the quiz. Sample question: 2. Which of the following are examples of a variable cost: Syringes b. Rent Electricity d. Buildings & grounds a. c.
Application Application was tested in both our in-class quizzes and weekly assignments. I think that both were challenging but fair and helped to continually check our progress and understanding of the material. Sample Question: Mary manages ARHP s petty cash (imprest) fund to pay for transport and supplies. The fund has a $100 fixed balance. The annual budget for transport expenses is $400 and the budget for supplies is $800. Mary now has $20 in cash and $80 in petty cash vouchers (receipts). It is time to replenish the account. How much cash should she request?
Integration The weekly quizzes were a simple method to reinforce topics covered in the previous lecture or the readings. I was forced to constantly revisit my notes, the PowerPoints, etc. from class, rather than forgetting about the topics until the exam. Sample Question: Step down cost analysis is one way of calculating unit costs for a hospital. Using patient-day equivalents is another way to get unit cost information. Describe 1 strength and 1 limitation of each of these alternative approaches.
Learning to Learn The weekly quizzes and assignments challenged my typical procrastinating-self to stay on top of the concepts we were covering. I definitely feel this course has made me a better student, both in practice and by igniting a new confidence. Former student assisting Basotho health staff with financial management
Limitations Students arriving late to class Takes away from time for lecture, other activities Some questions were ambiguous or contained mistakes
Conclusion In-class quizzes can help promote significant learning: foundational, application, integration, and learning to learn Even when scores don t count, most students took the quizzes seriously Quizzes provided a two-way window on learning: self-assessment opportunity to students, and continuous feedback to the instructor
