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Enhancing Reading Engagement with Online Quizzes: A Practical Approach

This article explores the benefits of using online quizzes to encourage reading in students. It emphasizes the advantages of saving class time, eliminating grading burdens, and preventing classroom disruptions associated with traditional quizzes. The proposed model involves approximately six quizzes for lower-level courses each semester and weekly assessments for upper-level courses, focusing on reading comprehension. With a straightforward grading approach and no makeup quizzes, students are more engaged and prepared for discussions, resulting in positive feedback.

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Enhancing Reading Engagement with Online Quizzes: A Practical Approach

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  1. On-line quizzes to encourage reading

  2. Why on-line? • Provides a reward/consequence for reading/not reading. • Saves face to face class time. • No grading time. • Eliminates monkey business of face to face quizzes • students only coming to class on days of quizzes or leaving immediately after taking a quiz. • students requiring make up quizzes.

  3. My model • Lower level courses approximately 6 per semester. Upper level: weekly. • Five questions, largely reading comprehension. • More points are offered than counted towards final grade. • 6 quizzes x 5 pts=30 pts possible • 20 points counted towards final grade • Any points earned above 20 = extra credit. • No make-ups, no re-sets

  4. Don’t they cheat? • Yes. But, • Each quiz is randomly generated from a question pool. Score only is presented. • 48 hour window. • One launch only. (No re-sets for any reason) • 5 minute timer. • “Block copy/print” code • http://www.wku.edu/infotech/index.php?page=no-print-copy

  5. How well does it work? • Students are hands down more prepared for discussion than if there is no quiz. • A few students each semester choose not to complete the quizzes. • No complaints on course evaluations.

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