[Advisory] Useless online student quizzes
Crispin Weston
crispin.weston@alphalearning.co.uk
Fri, 22 Jan 2010 08:42:20 -0000
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Neil,
Judging from the blurb, these people researched the effect of online quizzes
which they authored themselves, in a single operations management course at
a time when the size of class was being significantly increased. They do not
seem to have had any control group. I rather doubt the research is worth
the. bandwidth used to download it, I suppose we have to say these days, let
alone the 30 euros it actually costs to buy.
My impression is that, here in UK schools, revision sites such as SAM
Learning and BBC Bitesize are used voluntarily by a very significant section
of the whole student population and are regarded by students and teachers
alike as useful.
And my gut feeling is that quizzes have a useful part to play in
re-enforcing basic knowledge acquisition which, though it may not be the
highest form or final objective of education, is very often an essential
step along the way. It is, after all, only a digital version of what
children have always done at the back of the bus (at least, the studious
ones) .
Perhaps I am rather too jaded but I reckon a pretty high proportion of
educational research is next to useless; and that all research needs to be
approached with extreme scepticism. There seems to be a glut of reports
based on small unreplicated groups, low levels of activity, no control
groups, or basing surveys entirely on attitudinal surveys run by obviously
interested researchers.
Personally, I also quite like the word "quiz" as suggesting a formative
rather than summative assessment. Maybe I had an overly Victorian
upbringing, but "test" was always a word that made me quake in my boots to
some degree.
I think that to run this kind of research properly, you would need to go to
someone (preferable several different people) who had already developed
their quiz methodologies which they thought worked - had a large banks of
questions, a clear way of using those questions within the classroom etc.
Then do research using a large, properly selected sample with control
groups. Perhaps, using the modular structure of many courses, you could
provide quiz support in some modules and not in others for the same
students. That is a report I might even pay 30 euros for!
As you say, Neil, I am sure that instructional design, both of the quizzes
themselves and of the processes by which they are applied, are critical. I
suspect that timing and re-enforcement of quizzes, and the avoidance of
boredom are also all important.
Crispin.
_____
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]
On Behalf Of Neil Adam
Sent: 21 January 2010 11:01
To: NaaceTalk Adv
Subject: [Advisory] Useless online student quizzes
Colleagues
An article from PysOrg says: Useless online student quizzes
http://www.physorg.com/news183226400.html
The article is rather brief, deals with older learners and I haven't gone to
the original research. But are we kidding ourselves that such "quizzes"
(usually used in US as substitute for word "test") are effective means of
improving performance? Or is it a matter of instructional design?
Regards
Neil
--
Neil Adam
Beacon ICT
Twitter: @NeilAdam
www.beaconict.co.uk
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<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>Neil,<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>Judging from the blurb, these =
people researched
the effect of online quizzes which they authored themselves, in a single
operations management course at a time when the size of class was being
significantly increased. They do not seem to have had any control group. =
I
rather doubt the research is worth the… bandwidth used to download =
it, I
suppose we have to say these days, let alone the 30 euros it actually =
costs to buy.<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>My impression is that, here in =
<st1:country-region
w:st=3D"on"><st1:place w:st=3D"on">UK</st1:place></st1:country-region> =
schools, revision
sites such as SAM Learning and BBC Bitesize are used voluntarily by a =
very significant
section of the whole student population and are regarded by students and
teachers alike as useful.<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>And my gut feeling is that quizzes =
have a useful
part to play in re-enforcing basic knowledge acquisition which, though =
it may
not be the highest form or final objective of education, is very often =
an
essential step along the way. It is, after all, only a digital version =
of what
children have always done at the back of the bus (at least, the studious =
ones) .<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>Perhaps I am rather too jaded but I =
reckon
a pretty high proportion of educational research is next to useless; and =
that all
research needs to be approached with extreme scepticism. There seems to =
be a
glut of reports based on small unreplicated groups, low levels of =
activity, no
control groups, or basing surveys entirely on attitudinal surveys run by
obviously interested researchers.<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>Personally, I also quite like the =
word “quiz”
as suggesting a formative rather than summative assessment. Maybe I had =
an
overly Victorian upbringing, but “test” was always a word =
that made
me quake in my boots to some degree.<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>I think that to run this kind of =
research
properly, you would need to go to someone (preferable several different =
people)
who had already developed their quiz methodologies which they thought =
worked –
had a large banks of questions, a clear way of using those questions =
within the
classroom etc. Then do research using a large, properly selected sample =
with
control groups. Perhaps, using the modular structure of many courses, =
you could
provide quiz support in some modules and not in others for the same =
students. That
is a report I might even pay 30 euros for!<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>As you say, Neil, I am sure that
instructional design, both of the quizzes themselves and of the =
processes by
which they are applied, are critical. I suspect that timing and =
re-enforcement
of quizzes, and the avoidance of boredom are also all =
important.<o:p></o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'>Crispin.<o:p></o:p></span></font></p=
>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
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10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
style=3D'font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
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<div style=3D'border:none;border-left:solid blue 1.5pt;padding:0cm 0cm =
0cm 4.0pt'>
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<p class=3DMsoNormal><b><font size=3D2 face=3DTahoma><span lang=3DEN-US
style=3D'font-size:10.0pt;font-family:Tahoma;font-weight:bold'>From:</spa=
n></font></b><font
size=3D2 face=3DTahoma><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:Tahoma'>
<st1:PersonName =
w:st=3D"on">advisory-admin@talk.naace.org</st1:PersonName>
[mailto:<st1:PersonName =
w:st=3D"on">advisory-admin@talk.naace.org</st1:PersonName>]
<b><span style=3D'font-weight:bold'>On Behalf Of </span></b>Neil =
Adam<br>
<b><span style=3D'font-weight:bold'>Sent:</span></b> 21 January 2010 =
11:01<br>
<b><span style=3D'font-weight:bold'>To:</span></b> NaaceTalk Adv<br>
<b><span style=3D'font-weight:bold'>Subject:</span></b> [Advisory] =
Useless online
student quizzes</span></font><span lang=3DEN-US><o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
style=3D'font-size:
12.0pt'>Colleagues<br>
<br>
An article from PysOrg says: Useless online student quizzes <a
href=3D"http://www.physorg.com/news183226400.html">http://www.physorg.com=
/news183226400.html</a><br
clear=3Dall>
<br>
The article is rather brief, deals with older learners and I haven't =
gone to
the original research. But are we kidding ourselves that such
"quizzes" (usually used in US as substitute for word
"test") are effective means of improving performance? Or is it =
a
matter of instructional design?<br>
<br>
Regards<br>
<br>
Neil<br>
<br>
-- <br>
<br>
Neil Adam<br>
Beacon ICT<br>
Twitter: @NeilAdam<br>
<a href=3D"http://www.beaconict.co.uk">www.beaconict.co.uk</a> <br>
<br>
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