ERIC Number: EJ1432500
Record Type: Journal
Publication Date: 2024-Jul
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0092-055X
EISSN: EISSN-1939-862X
Beyond Policies and Procedures: Using the Syllabus Quiz to Predict How Well Students Will Perform in a College Course
Teaching Sociology, v52 n3 p248-256 2024
Many instructors use a syllabus quiz to ensure that students learn and understand the content of the syllabus. In this project, I move beyond this exercise's primary function and examine students' syllabus quiz scores to see if they can predict how well students perform in the course overall. Using data from 495 students enrolled in 18 sections of an Introduction to Sociology course, I find that students who do not earn a maximum score on the syllabus quiz are more likely to receive a lower final course grade and are less likely to pass the course than their top-scoring counterparts. These findings allow instructors to identify struggling students as early as the first week of the semester and design interventions that will match up with students' particular needs and strengths. Furthermore, this project demonstrates the pedagogical usefulness of the syllabus quiz beyond its initial purpose of testing students' knowledge of course policies and procedures.
Descriptors: Tests, Course Descriptions, Performance, Predictor Variables, Introductory Courses, Sociology, Scores, Teaching Methods, Knowledge Level, Early Intervention, Multiple Choice Tests, Computer Assisted Testing, Higher Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A