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ERIC Number: EJ896466
Record Type: Journal
Publication Date: 2010-Sep
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0013-8274
Motivating Students to Read with Collaborative Reading Quizzes
Quinn, Timothy; Eckerson, Todd
English Journal, v100 n1 p89-91 Sep 2010
One of the most important challenges a teacher faces is motivating his or her students to complete reading assignments and to complete them carefully. After all, if students bring to class a basic understanding of the text up for discussion, much deeper learning can occur than if the teacher is forced to spend time explaining the reading to students who either didn't read or did so in only a cursory fashion. The standard solution is the reading quiz--a series of multiple-choice, true/false, fill-in-the-blank, or short-answer questions. However, this strategy creates its own set of problems. Nevertheless, these traditional reading quizzes, if administered differently, can be used to achieve much more. Enter the "collaborative quiz," an opportunity both to ensure that one's students have read carefully and to provide them with an engaging classroom experience. In short, the authors propose allowing students to work collaboratively on quizzes, determining answers and crafting explanations "together." The Collaborative Quiz offers at least five benefits: (1) It provides the standard incentive to read carefully; (2) It allows the teacher to give the students immediate feedback; (3) It reduces the busywork of grading quizzes; (4) It raises the quality of class discussion; and (5) It serves as a vehicle for collaborative, student-centered learning. Given these benefits, the Collaborative Quiz offers a depth and range not possible with the traditional reading quiz.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A