NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1219713
Record Type: Journal
Publication Date: 2019-Jul
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1469-7874
Scaffolding Self-Regulated Learning through Student-Generated Quizzes
Jones, Jennifer A.
Active Learning in Higher Education, v20 n2 p115-126 Jul 2019
Self-regulated learning assumes learners are active agents who can establish and make progress toward learning goals. Classroom activities can facilitate the emergence of self-regulated learning. One strategy to encourage self-regulated learning is to ask students to develop questions for a quiz or examination. The process of developing questions scaffolds higher-order thinking. Rather than just memorize or apply the material, students must think about how to evaluate their knowledge of the material. The purpose of this study was to identify students' perceptions about the experience of developing questions for a quiz or examination. Three separate and slightly different quiz-building activities were conducted in a large undergraduate classroom. A follow-up student perception survey indicates that students (a) found this activity valuable for learning, (b) were concerned about the quality of questions produced, and (c) preferred team-based activities over individual activities. This article suggests ways to improve this activity and offers suggestions for future research.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A