Students who do well on the quizzes also do well on the exams and other activities, for whatever that’s worth. (Not doing well on the quizzes doesn’t doom people, though.)
As far as I can tell, there are no quiz banks for lit books. Some of the composition-orientated books have ’em, though, I think.]]>
P.S. I completely agree about open-source collaborative quiz banking. I wonder if any textbook company has included a CMS-compatible quiz bank with its books.]]>
@jww I sometimes recoup the questions for the final; the students can also review them online at any time, though I’d be surprised if any did. (Having said that, my students write their own exam questions, which they build out of collective notes they keep.)
On a different note: Your “about” page is one of the greatest I have ever read.]]>
I guess in that case, though, I wouldn’t count it toward the final grade, or certainly not much.]]>
But I haven’t done online quizzes mostly because it’s harder to write multiple choice questions. My paper quizzes are (supposed to be) easy to take and they’re a piece o’ cake to grade. In fact, I usually pull out the stack and grade them on the bus; I’m done by the time I get home. If only I had an iPhone, then I could post the grades en route, too. Sigh: someday.
I even use my quizzes as fodder for my midterm and final exams. The students know that 25% of the final will come from the quizzes and so they keep them and use them as study guides, and my grading for that part of the exam is easy, too. Unfortunately, the remaining parts of my exams are all essays.]]>
I like online quizzes better than the ones in class because I don’t have to keep up with the paperwork, and the students get feedback instantly. Makes me very happy.
As far as googling the answer–it turns out that, for this purpose, I don’t care! After all, they’re taking the quizzes at home, so they are presumably taking the quiz with the book open in front of them. Even if they google it, it still means the right answer drifts across their consciousness for a second. The next morning, when the topic comes up in class, people can at least nod knowingly.]]>
When I was teaching undergrads, I was a fan of reading quizzes, though I did notice how difficult it was to pick a question that everyone could answer even *when* they had done the reading. I never gave online quizzes, though — always just had ’em scribble down the answers to 5 questions at the start of class & pass ’em up. Very easy to grade.
I’m curious: How you prevent the students from googling the answer to a question like that?]]>