Reflections versus Extended Quizzes: Which is Better for Student Learning and Self-Regulation?

Main Article Content

Virginia Clinton

Abstract

Both quizzes and reflections have been found to benefit student learning, but have been typically compared to passive or superficial controls. The purpose of this quasi-experiment is to test the relative effectiveness of brief quizzes followed by reflections compared to longer quizzes. Participants (N = 218) were introductory psychology students enrolled in two different courses, one in which students engaged in weekly brief quizzes and reflections and a second in which students engaged in longer quizzes. Results indicated that the two conditions were similar in effectiveness in terms of learning and self-reports of self-regulation. 

Downloads

Download data is not yet available.

Article Details

How to Cite
Clinton, V. (2018). Reflections versus Extended Quizzes: Which is Better for Student Learning and Self-Regulation?. Journal of the Scholarship of Teaching and Learning, 18(1), 1-10. https://doi.org/10.14434/josotl.v18i1.22508
Section
Articles
Author Biography

Virginia Clinton, University of North Dakota

Assistant Professor Department of Educational Foundations and Research