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Using Reading Quizzes in STEM Classes--The What, Why, and How.

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Title: Using Reading Quizzes in STEM Classes--The What, Why, and How.
Authors: Gierasch, Tiffany Malinky, Anderson, Eric C., Nanes, Kalman M., Wagner, Cynthia R., Cui, Lili, Leupen, Sarah, Hodges, Linda C., Carpenter, Tara S.
Source: Journal of College Science Teaching. Sep/Oct2015, Vol. 45 Issue 1, p49-55. 7p.
Subjects: ACTIVE learning, EDUCATIONAL tests & measurements, STEM education, TEAM learning approach in education, STUDENT response systems, BLOOM'S taxonomy
Abstract: Many active learning pedagogies depend on students' preparing for class in advance. One common method for holding students accountable for this preparation is the use of reading quizzes. When used thoughtfully, reading quizzes can also actually promote student learning through the testing effect. In this article we describe why and how we use reading quizzes in biology, chemistry, mathematics, and physics courses. We point out the advantages and disadvantages of various delivery methods, such as in class or online, on paper or via clickers, and individual or team based. Our examples highlight the role of these quizzes in promoting student preparedness and in providing feedback to both students and instructors about student learning. Drawing on the literature and our experience, we answer questions that instructors may have about how to use these quizzes to help them achieve their goals for student learning. [ABSTRACT FROM AUTHOR]
Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Using Reading Quizzes in STEM Classes--The What, Why, and How.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. Sep/Oct2015, Vol. 45 Issue 1, p49-55. 7p.
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  Data: Many active learning pedagogies depend on students' preparing for class in advance. One common method for holding students accountable for this preparation is the use of reading quizzes. When used thoughtfully, reading quizzes can also actually promote student learning through the testing effect. In this article we describe why and how we use reading quizzes in biology, chemistry, mathematics, and physics courses. We point out the advantages and disadvantages of various delivery methods, such as in class or online, on paper or via clickers, and individual or team based. Our examples highlight the role of these quizzes in promoting student preparedness and in providing feedback to both students and instructors about student learning. Drawing on the literature and our experience, we answer questions that instructors may have about how to use these quizzes to help them achieve their goals for student learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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