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

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Virginia Clinton


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. 


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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.
Author Biography

Virginia Clinton, University of North Dakota

Assistant Professor Department of Educational Foundations and Research


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