Abstract
In this study, I examined the impact of periodic pop quizzes on cumulative final exam scores. Specifically, I compared the impact of using no quizzes, graded quizzes, and ungraded quizzes on final exam scores of introductory psychology students. Quizzed students also completed a survey with questions probing how the students felt about the inclusion of quizzes in the course. Students taking ungraded pop quizzes outperformed students taking graded pop quizzes and students taking no quizzes on the final exam. Students taking ungraded pop quizzes felt positive about having quizzes in their classes. The current findings have implications for research on the mitigating impact of anxiety on test-enhanced learning and on pedagogical strategy selection for educators.
| Original language | English |
|---|---|
| Pages (from-to) | 174-178 |
| Number of pages | 5 |
| Journal | Teaching of Psychology |
| Volume | 42 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 5 2015 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Education
- Psychology(all)
Cite this
Ungraded Pop Quizzes : Test-Enhanced Learning Without All the Anxiety. / Khanna, Maya M.
In: Teaching of Psychology, Vol. 42, No. 2, 05.04.2015, p. 174-178.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Ungraded Pop Quizzes
T2 - Test-Enhanced Learning Without All the Anxiety
AU - Khanna, Maya M.
PY - 2015/4/5
Y1 - 2015/4/5
N2 - In this study, I examined the impact of periodic pop quizzes on cumulative final exam scores. Specifically, I compared the impact of using no quizzes, graded quizzes, and ungraded quizzes on final exam scores of introductory psychology students. Quizzed students also completed a survey with questions probing how the students felt about the inclusion of quizzes in the course. Students taking ungraded pop quizzes outperformed students taking graded pop quizzes and students taking no quizzes on the final exam. Students taking ungraded pop quizzes felt positive about having quizzes in their classes. The current findings have implications for research on the mitigating impact of anxiety on test-enhanced learning and on pedagogical strategy selection for educators.
AB - In this study, I examined the impact of periodic pop quizzes on cumulative final exam scores. Specifically, I compared the impact of using no quizzes, graded quizzes, and ungraded quizzes on final exam scores of introductory psychology students. Quizzed students also completed a survey with questions probing how the students felt about the inclusion of quizzes in the course. Students taking ungraded pop quizzes outperformed students taking graded pop quizzes and students taking no quizzes on the final exam. Students taking ungraded pop quizzes felt positive about having quizzes in their classes. The current findings have implications for research on the mitigating impact of anxiety on test-enhanced learning and on pedagogical strategy selection for educators.
UR - http://www.scopus.com/inward/record.url?scp=84930443763&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84930443763&partnerID=8YFLogxK
U2 - 10.1177/0098628315573144
DO - 10.1177/0098628315573144
M3 - Article
AN - SCOPUS:84930443763
VL - 42
SP - 174
EP - 178
JO - Teaching of Psychology
JF - Teaching of Psychology
SN - 0098-6283
IS - 2
ER -