Case, J., & Kennedy, D. (2021, July), Using Quizzes Effectively: Understanding the Effects of Quiz Timing on Student Motivation and Knowledge Retention  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37996

\bibitem{asee_peer_37996}
  Case, J., \& Kennedy, D. (2021, July), \emph{Using Quizzes Effectively: Understanding the Effects of Quiz Timing on Student Motivation and Knowledge Retention}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37996

John Case and Dereck Kennedy.  "Using Quizzes Effectively: Understanding the Effects of Quiz Timing on Student Motivation and Knowledge Retention".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37996 Internet.  18 May, 2024

\bibitem{asee_peer_37996}
  John Case and Dereck Kennedy.
  "Using Quizzes Effectively: Understanding the Effects of Quiz Timing on Student Motivation and Knowledge Retention".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37996 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_37996
author = "John Case and Dereck Kennedy"
title = "Using Quizzes Effectively: Understanding the Effects of Quiz Timing on Student Motivation and Knowledge Retention"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37996}
number = {10.18260/1-2--37996}
}

TY  - CPAPER
AB  - For many years, teachers have leveraged the positive effects of quizzing and testing on knowledge
retention in classrooms to improve student learning outcomes. Many aspects of quizzing have
been investigated to further improve its use in the classroom, however, there have not been formal
investigations to understand the impacts of quiz sequencing on student learning potential. In this
study, we investigate the effects of frequent in-class quiz sequence, both pre-lecture and
post-lecture quizzes, on student lesson preparation, participation in class, and knowledge
retention. Utilizing a single factor experimental design and blocking by course, we gathered
student performance data and student perception survey data to assess the impact of quiz
sequence. Quiz sequence was found to have a significant effect on student motivation, in-class
engagement, and knowledge retention. This paper presents findings and recommendations for
teachers to consider in implementing frequent quizzing in their courses. The implication of this
research is that a deliberate approach to the choice of a pre-lecture or post-lecture quiz will allow
teachers to better meet their student learning objectives.
AU  - John Case
AU  - Dereck Kennedy
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Using Quizzes Effectively: Understanding the Effects of Quiz Timing on Student Motivation and Knowledge Retention
UR  - https://peer.asee.org/37996
DO  - 10.18260/1-2--37996
ER  -