Low Stakes Quizzes as a Learning Tool

Low Stakes Quizzes as a Learning Tool Taryn Vian, PhD Matthew Banos, MBA, MPH(c) Amanda Huffman, MPH(c) Department of International Health Boston University School of Public Health tvian@bu.edu

The problem • Students sometimes skipped readings and missed foundational knowledge • Each session introduced discrete tools and concepts, but students weren’t seeing how they related • Students wanted more opportunities for self-assessment before high stakes exam • I wanted a low-stakes, low stress assessment tool, easy to score, quick

The solution • Daily quiz, 10 minutes, 3-5 questions each • Worth 10% of grade, full credit if took most quizzes • Questions on previous session content and readings in prep for this session (i.e. connecting 2 sessions) • Closed book, reviewed as a group immediately • Scored by TA, returned same class

Results & benefits • Fit time allotted (usually 5 min. with 5 min. to review answers); no student missed >1 • TAs able to grade and return same day • Score per quiz on average ranged from 71-100% (2 over 90%, 4 in 80-89% range, 2 in 70-79% range; 2 quizzes used for mid-term assessment, and a post-test with different scoring) • Types of learning: foundational knowledge, application, integration, learning to learn

Foundational Knowledge “Once we had a concept on a quiz, if I didn’t remember its meaning before, I remembered it after. For example, I could not remember that starting a budget from scratch was called “zero-based budgeting” but since we had it on the quiz I haven’t forgotten that term.”

Foundational Knowledge • I think that foundational learning is promoted through the weekly quizzes…either way, students get to learn it: in preparing for the class, in class, in preparing for the quiz the following week, or in the corrections after the quiz. Sample question: 2. Which of the following are examples of a variable cost: • Syringes • Rent • Electricity • Buildings & grounds

Application “Application was tested in both our in-class quizzes and weekly assignments. I think that both were challenging but fair and helped to continually check our progress and understanding of the material.” Sample Question: Mary manages ARHP’s petty cash (imprest) fund to pay for transport and supplies. The fund has a $100 fixed balance. The annual budget for transport expenses is $400 and the budget for supplies is $800. Mary now has $20 in cash and $80 in petty cash vouchers (receipts). It is time to replenish the account. How much cash should she request?

Integration “The weekly quizzes were a simple method to reinforce topics covered in the previous lecture or the readings. I was forced to constantly revisit my notes, the PowerPoints, etc. from class, rather than forgetting about the topics until the exam.” Sample Question: Step down cost analysis is one way of calculating unit costs for a hospital. Using patient-day equivalents is another way to get unit cost information. Describe 1 strength and 1 limitation of each of these alternative approaches.

Learning to Learn “The weekly quizzes and assignments challenged my typical procrastinating-self to stay on top of the concepts we were covering. I definitely feel this course has made me a better student, both in practice and by igniting a new confidence.” Former student assisting Basotho health staff with financial management

This course is like a puzzle.

Limitations • Students arriving late to class • Takes away from time for lecture, other activities • Some questions were ambiguous or contained mistakes

Conclusion • In-class quizzes can help promote significant learning: foundational, application, integration, and learning to learn • Even when scores “don’t count,” most students took the quizzes seriously • Quizzes provided a two-way window on learning: self-assessment opportunity to students, and continuous feedback to the instructor

Low Stakes Quizzes as a Learning Tool