Using Reading Quizzes in STEM Classes—The What, Why, and How
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Date
2015
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Citation of Original Publication
Hodges LC, Anderson EC, Carpenter TS, Cui L, Gierasch TM, Leupen S, Nanes KM, Wagner CR (2015). Using Reading Quizzes in STEM – The What, Why, and How. Journal of College Science Teaching 45: 45-59; https://my.nsta.org/resource/?id=10.2505/4/jcst15_045_01_49
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Abstract
Many active learning pedagogies
depend on students' preparing for
class in advance. One common
method for holding students
accountable for this preparation is
the use of reading quizzes. When
used thoughtfully, reading quizzes
can also actually promote student
learning through the testing effect.
In this article we describe why
and how we use reading quizzes in
biology, chemistry, mathematics,
and physics courses. We point out
the advantages and disadvantages
of various delivery methods, such
as in class or online, on paper or
via clickers, and individual or team
based. Our examples highlight the
role of these quizzes in promoting
student preparedness and in
providing feedback to both students
and instructors about student
learning. Drawing on the literature
and our experience, we answer
questions that instructors may have
about how to use these quizzes to
help them achieve their goals for
student learning.y