USING ONLINE REPEATABLE QUIZZES TO    ENHANCE STUDENT LEARNING              Jennifer L. Ivie Barth          Northeastern S...
THE PROBLEM
THE PROBLEM  “My students don‟t read the textbook.”
THE PROBLEM“I can‟t move past the basic concepts because my               students don‟t study.”
THE PROBLEM “The students in my class are not at the same    level. I can‟t move on to the next topic.”
THE PROBLEM“I don‟t have time in class to cover all the material          and do formative assessments.”
THE SOLUTION
THE SOLUTION           Low-stakes,               Online,           Repeatable         Learning Checks
WHY?• Online assessment   • K-12, and other standardized tests already online     (Bennett, 2002)   • Easier access for st...
WHY?• Repeatable quizzing   • Keller Plans (1968)       • Personalized Systems of Instruction = UDL (Brothen &         Wam...
DECISIONS TO MAKE• Give correct answer or not?• With or without feedback?• Graded or ungraded?• Timed or untimed?• Number ...
STEPS1. Build item pool2. Enter item pool into Blackboard3. Set up repeatable quiz parameters on   Blackboard            L...
SIDE NOTE…Most instructors and test bank writers do NOT write good                      test questions                    ...
SIDE NOTE…• Some hints for writing good test questions   • Align the questions with learning outcomes   • Match the questi...
SIDE NOTE…• General test question patterns that test savvy students  pick up on   • The middle answer (or C) is usually co...
LESSONS LEARNED• Use Respondus to forbid screen capturing• Shorten time for quizzes• Limit number of attempts• Larger item...
QUESTIONS???
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Ivie barth slideshare assignment

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Ivie barth slideshare assignment

  1. 1. USING ONLINE REPEATABLE QUIZZES TO ENHANCE STUDENT LEARNING Jennifer L. Ivie Barth Northeastern State University December 12, 2011
  2. 2. THE PROBLEM
  3. 3. THE PROBLEM “My students don‟t read the textbook.”
  4. 4. THE PROBLEM“I can‟t move past the basic concepts because my students don‟t study.”
  5. 5. THE PROBLEM “The students in my class are not at the same level. I can‟t move on to the next topic.”
  6. 6. THE PROBLEM“I don‟t have time in class to cover all the material and do formative assessments.”
  7. 7. THE SOLUTION
  8. 8. THE SOLUTION Low-stakes, Online, Repeatable Learning Checks
  9. 9. WHY?• Online assessment • K-12, and other standardized tests already online (Bennett, 2002) • Easier access for students (Brooks, Nolan, & Gallagher, 2003) • Can be used to enhances self-regulated learning (Nicol & Milligan, 2006) • Can be used to remediate deficiencies, automate homework grading, and guide study time toward problem solving (Toback, Mershin, & Novikova, 2005)
  10. 10. WHY?• Repeatable quizzing • Keller Plans (1968) • Personalized Systems of Instruction = UDL (Brothen & Wambach, 2003) • Found most valuable tool in online microeconomics course (Brown & Liedholm, 2004) • Encourages mastery learning (Brooks, Nolan, & Gallagher, 2003) • Mastery learning extremely successful (Bloom, 1976) • Formative assessment with feedback promotes student learning (Nicol & Milligan, 2006) • Shown to aid in decreasing DFW rates (Twigg, 2004)
  11. 11. DECISIONS TO MAKE• Give correct answer or not?• With or without feedback?• Graded or ungraded?• Timed or untimed?• Number of questions each time?• Limited or unlimited number of attempts?
  12. 12. STEPS1. Build item pool2. Enter item pool into Blackboard3. Set up repeatable quiz parameters on Blackboard Let Blackboard to the rest!
  13. 13. SIDE NOTE…Most instructors and test bank writers do NOT write good test questions & Many students are test savvy
  14. 14. SIDE NOTE…• Some hints for writing good test questions • Align the questions with learning outcomes • Match the question type to the Bloom‟s taxonomy level • Avoid using negatives in the question • Avoid giving information in the stem that can give the answer to another question • Avoid clues in the stem (e.g., grammatical)
  15. 15. SIDE NOTE…• General test question patterns that test savvy students pick up on • The middle answer (or C) is usually correct • The longer answer is usually correct • The „different‟ answer is usually correct • “All of the above” or “None of the above” is usually the correct answer
  16. 16. LESSONS LEARNED• Use Respondus to forbid screen capturing• Shorten time for quizzes• Limit number of attempts• Larger item pools are better• Simple item analysis limitations• Scores positively correlated with effort (Johnson, Joyce, & Sen, 2002)
  17. 17. QUESTIONS???

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