An Analysis of Increased Low-Grade Impact Testing on Student Engagement and Performance:
As educators, we strive for student engagement and attentiveness with the hopes of this contributing to a desired student performance. This case study was undertaken to determine if educators could increase in class testing frequency while maintaining support of such from their students all at the same time of not creating fatigue on themselves and/or exhausting their budget. There was a maximum of five minutes allowed per quiz. The students were only told at the beginning of any specific class if a quiz would occur in the last part of the class. Once the time allotment was over, students were asked to pass their quiz answers to another student. The educator discussed the solutions to the quiz question. Each student then marked another student’s answer and passed the marked quiz back to the original student. The quiz only pertained to the current class content. At the end of the semester the students could submit their top five quizzes for a total of 5% of their mark.
Published in: Canada International Conference on Education, 2018
- Date of Conference: 25-28 June, 2018
- DOI: 10.2053/CICE.2018.0047
- Electronic ISBN: 978-1-908320-90-2
- Conference Location: University of Toronto Mississauga, Canada