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ERIC Number: EJ1157131
Record Type: Journal
Publication Date: 2017
Pages: 3
Abstractor: As Provided
ISSN: ISSN-8756-7555
In Praise of the Humble Quiz: A Compendium of Research Findings
Davis, Doris Bitler
College Teaching, v65 n4 p201-203 2017
Postsecondary education has undergone dramatic changes in the past 30 years or so. When I began teaching at the college level in the mid-1980s I went to class clutching my scribbled notes and a piece of chalk. If I scheduled it well in advance, a few times each semester I could have someone wheel in an overhead or film projector. Students typed papers and I provided handwritten feedback. I typed exams on a stencil, duplicated them on a mimeograph machine, and painstakingly graded each one by hand. Those were "not" the good old days. Today we have seemingly endless options available to us when it comes to the delivery of course material and the assessment of student learning. As instructors, we create learning environments rich in information from many sources. We encourage our students to engage with the material and become active learners rather than passive recipients of knowledge. As our views of teaching and learning continue to evolve, it is tempting to discard less exciting and more traditional methods altogether as we embrace the future. I would argue that the decidedly old-fashioned quiz, however, deserves a place in this brave new world of education.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A