Stay awake, pay attention, and be an active learner (ask questions, participate in the discussion, etc.).
Complete the handouts as we go over them in class.
Stay in class! If your quiz grades are low, think about your absences, your tardies, and your use of the bathroom during class. The texts we read in class are often extremely difficult to understand if you are trying to read them on your own at home. If you missed class, use the online resources to complete the missing information from your worksheets. If you are out for anything other than an excused SICK day absence, you are responsible for the missed material on the day you return!
Once a quiz is announced, review your handouts and pay attention during the review games. Make sure you understand the key characters and events from the text. Use all of the online resources to study.
Quotes are always on our literature assessments. You can always use a search engine and search for "important quotes Act II Romeo and Juliet." Use these quotes to self-test your knowledge of key quotes & characters.
F.A.Q
1. Can I retake my quiz? No, you may not retake quizzes.
2. Is there a curve? Yes. The highest score sets the curve; if you do not see a curve on the quiz it means that someone (or multiple individuals) scored a 100.
3. This quiz grade dropped my overall grade dramatically, what can I do? Don't panic. It is the beginning of the quarter; you will have multiple quizzes throughout the nine weeks. One quiz grade will not have a significant impact on your overall grade. HOWEVER, multiple low quiz grades WILL impact your grade. Remember that all quizzes often lead to a unit test. If you struggled to understand the material on the first quiz, use this as motivation to dive back into the text, figure out what you misunderstood, and begin preparing for the next assessment.
4. Can I see my quiz to see what questions I missed? Absolutely! However, you must do this during EXCEL.
5. Why do we have so many quizzes? Educational Research has shown that quizzes over small units significantly improve a student's overall academic understanding.
There is decades worth of research suggesting that students who are frequently quizzed or tested have better educational outcomes than students who are not tested. In the middle of the 20th century, Fitch, et al (1951) studied whether frequent quizzes would improve student learning during a college lecture course. Over the course of their study, all participating students were taught the same material during lectures, completed the same reading assignments, and had time at the end of each class period for open discussion. The experimental group also completed a 10-minute quiz each week while the control group did not. At the end of the study period, students in the quiz group achieved significantly higher scores than the students in the control group, leading the researchers to conclude that: “frequent testing of achievement in the college lecture classroom may motivate such outside endeavors as will result in superior achievement” (p. 19). -K.P. Cross Academy