The authors examined how the regular use of Monte Carlo Quizzes, learning logs, or non-random quizzes impacted student completion of assigned reading and preparedness for class. A questionnaire was used to gather data on student perceptions and self-reported reading behavior in response to each of the methods over the course of a semester. Results suggested that students in classes that used the learning log method were more motivated to complete readings, felt better able to contribute to class discussions, and were more likely to recommend the assessment method than students in classes that used the other methods. (Contains 1 table.)