Problem: Unprepared Students. Maybe you would like to devote precious class time to active learning, but this only works if students come to class prepared.

Strategies: The tried and true method is some kind of quiz. There are many effective variations worth considering:

  • RATs (Readiness Assessment Tests): Whereas quizzes often focus on facts or details that certify students have run their eyes over the reading, RATs are often designed to provoke deeper understanding by being more open-ended and broad. One comparative study found students rated RATs higher than quizzes in terms of preparing them to participate in class (Weinstein & Wu, 2009).
  • GRATs: RATs can be scaled up to small groups. Some instructors will do both: an individual RAT before class and GRAT in class. This helps students make connections with the reading and each other and typically results in higher scores.
  • Student generated questions: Involve students in the process by inviting quiz questions from them. Even if you do not use them, they are insight into the extent of student learning, a form of formative assessment (Offerdahl & Montplaisir, 2013).
  • Make it developmental: Most classes are not a uniform march of facts to be memorized but a progressive unfolding and application of key concepts and ideas. Reflecting this progression, quizzes at the beginning of the semester may focus more on knowledge and comprehension but move up to higher order skills of synthesis and evaluation as the semester evolves.

Quizzes are also one of the best forms of retrieval practice , which is a key element in learning and remembering content.
Upcoming Event at the CTE

Get REAL in Any Classroom
Applied Theatre Techniques for Teaching

Basler Center for Physical Activity Multipurpose Room
1:00 - 4:00 pm

Join Megan Atkinson Hamilton the founder of Project REAL for an afternoon to learn how applied theatre techniques can enhance your classroom. 
Registration is limited to 40 participants! 

Offerdahl, E. G. and Montplaisir, L. (2014), Student-generated reading questions: Diagnosing student thinking with diverse formative assessments. Biochem. Mol. Biol. Educ., 42: 29–38. doi:10.1002/bmb.20757

Weinstein, S. E. and Wu, S. (2009). Readiness assessment tests versus frequent quizzes: Student preferences. International Journal of Teaching and Learning in Higher Education, 21 (2), 181-186. http://www.isetl.org/ijtlhe/