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In-Class Quizzes
Previous research has shown that frequent quizzing improves students’ learning and retention of information and results in better performance on exams (see, for example, Roediger, McDermott, & McDaniel, 2011).
As a result, quizzes will be given frequently in class (quizzes will never be given online) in this course without prior warning or announcement. Quizzes will cover the lecture material discussed in class as well as material from the assigned readings, so it is important to take thorough notes, to regularly review your lecture notes, and to read the assigned readings.
Each quiz will be worth 10 points. Quizzes cannot be made up; no exceptions. As a result, it is your responsibility to be in class for the entire time period. The number of quizzes given during the semester will vary.
Your three lowest quiz scores will be dropped at the end of the semester and will not be included in the calculation of your final grade.
Missed In-Class Quizzes Policy
In-class quizzes cannot be made up; no excpetions. As a result, it is your responsibility to be in class for the entire time period.
Exams
There will be no unit exams in this course, nor will there be a comprehensive final exam. Your
knowledge on the course material will be assessed through quizzes and course assignments.
Studying for Quizzes
Many of the quiz questions will be conceptual or applied, rather than factual, which are more difficult. The quiz questions come straight from the material discussed in class and in related materials (e.g., readings, assignments).
Research has shown the following study practices help students learn and improve their quiz scores:
Research has shown the following study practices help students learn and improve their quiz scores:
Self-testing (or frequent quizzing). Quiz yourself over the material frequently.
Distributed practice. Spread your studying over several days (as much as is possible) rather than trying to cram it all in within a few hours.
Overlearning. Once you think you know the material, keep studying. This results in better retention of the information.
Generation. This is when you generate your own answers rather than reading the answers or being given the answers. This may include self-explanation, elaboration, generating your own examples of the material, and explaining the concepts to others. When you quiz yourself on the material, try not to refer back to the reading material but to instead come up with answers on your own. Elaborate on the concepts and make up your own examples of the concepts (this will especially help with those conceptual and applied questions). Find ways in which the material relates to you and your own life. Make up examples that mean something to you. Explain what you are learning to others, such as family members or friends.
These are study practices that research shows tend NOT to work
These are study practices that research shows tend NOT to work
Highlighting material in notes and in the textbook chapters.
Rereading the chapter material.
Massed practice, or what is commonly referred to as "cramming."
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