Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
87 - Quizzes
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Quizzes and tests are a very popular way of assessing learning – they are relatively quick to design, are understood by most learners and can be quickly checked. However, they are also often trite, pitched at the wrong level and pointless in the learners’ eyes. Make sure that:
• the questions are related to the learning that has gone on before
• the questions are relevant to the learners’ interests and needs – they need to see a point to the exercise
• they are not too hard (which will lead to frustration) or too easy (boredom)
• they are not impossible to complete by an average learner in the time allocated
• the tasks asked by the quiz are easy to understand
• answers are given out.
Most learners will be willing to take a quiz or test if they see it is related to the teaching that has taken place and they can see a return for their time (it will reinforce and consolidate their learning).
Quizzes and tests are probably best kept short and easy to understand – hence the success of multiple-choice exercises – but, like all assessment, they should be linked directly to the learning outcomes.
✓ BEST FOR
• younger learners
• online assessments
• quick assessments.
+ MORE
• Try running the quiz as a competitive exercise – break the quiz into rounds (see Pub quizzes) or give small prizes for the quickest correct answers. Matching the format of the latest popular TV quiz is often a good idea but can take some time to set up.
• Use images to make a test more appealing.
• Vary the simple question–answer format by asking learners to fill in blanks or click and drag if online.
• Try to keep quizzes to one side of A4 or one screen. If you need to have a longer test then either split it up across the session, or look at another way of checking whether your learning outcomes have been achieved.
• Online quizzes are simple to create. For example, Quia Web (www.quia.com/web) is a low-cost quiz site that will also host your quiz. You may also have access to a VLE that contains quiz tools. Bear in mind that although an online quiz is technically simple to create, it still requires the use of good, relevant questions.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 224 - 225Publisher: FacetPrint publication year: 2011