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Evidence-Based Recommendations for Programming Quizzes to Improve College Student Behavior in Residential Courses

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Abstract

Several researchers have shown quizzes effectively support college student success; however, instructors can implement quizzes in multiple ways. We conducted a systematic review of the literature on quizzes in undergraduate courses using the PRISMA method (i.e., Moher et al. Public Libr Sci Med 6(7):e1000097, 2009. https://doi.org/10.1371/journal.pmed.1000097). We searched peer-reviewed journals in the ERIC database and included studies in which researchers manipulated a quiz (or some aspect of a quiz) and measured the effects on out-of-class preparation, class attendance, in-class participation, and/or performance on exams in the context of a traditional face-to-face undergraduate course. We used this body of literature to develop evidence-based recommendations for how instructors can program quizzes to improve college student behavior within their courses and promote overall student success in higher education. Limitations and areas for future research are discussed.

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Acknowledgements

We would like to thank Fred Carriles, Angeline Mays, Crystal Snyder, and Teresa Wenzel for their help with interobserver agreement measurements. We would also like to thank Drs. Gregory Hanley, Dave Palmer, and Kevin Zabel for their suggestions during the development of the project and for their beneficial feedback on earlier versions of this paper.

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  1. Kathryn R. Glodowski

    Present address: Psychology Department, The Pennsylvania State University – Harrisburg, 777 W. Harrisburg Pike, Middletown, PA, 17057, USA

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  1. Psychology Department, The Pennsylvania State University – Harrisburg, 777 W. Harrisburg Pike, Middletown, PA, 17057, USA

    E. Ashley Asuncion

  2. Psychology Department, Western New England University, Springfield, USA

    Kathryn R. Glodowski & Rachel H. Thompson

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  1. Kathryn R. Glodowski
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Correspondence to Kathryn R. Glodowski.

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Glodowski, K.R., Thompson, R.H. & Ashley Asuncion, E. Evidence-Based Recommendations for Programming Quizzes to Improve College Student Behavior in Residential Courses. J Behav Educ 29, 543–570 (2020). https://doi.org/10.1007/s10864-019-09330-z

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