ERIC Number: EJ1264502
Record Type: Journal
Publication Date: 2020-Sep
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-0819
EISSN: N/A
Evidence-Based Recommendations for Programming Quizzes to Improve College Student Behavior in Residential Courses
Glodowski, Kathryn R.; Thompson, Rachel H.; Ashley Asuncion, E.
Journal of Behavioral Education, v29 n3 p543-570 Sep 2020
Several researchers have shown quizzes effectively support college student success; however, instructors can implement quizzes in multiple ways. We conducted a systematic review of the literature on quizzes in undergraduate courses using the PRISMA method (i.e., Moher et al. Public Libr Sci Med 6(7):e1000097, 2009. 10.1371/journal.pmed.1000097). We searched peer-reviewed journals in the ERIC database and included studies in which researchers manipulated a quiz (or some aspect of a quiz) and measured the effects on out-of-class preparation, class attendance, in-class participation, and/or performance on exams in the context of a traditional face-to-face undergraduate course. We used this body of literature to develop evidence-based recommendations for how instructors can program quizzes to improve college student behavior within their courses and promote overall student success in higher education. Limitations and areas for future research are discussed.
Descriptors: Evidence Based Practice, Tests, Undergraduate Students, Student Behavior, Performance Factors, Study Habits, Test Preparation, Attendance, Student Participation
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Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A