I had a number of objectives in mind in developing the quiz,
chief among them was to increase students’ knowledge of African American
history through assigned readings and discussions with classmates. I believed
small-group discussions would enable students to get to know one another more
easily and provide a venue for quieter students to be heard. My purpose was
to encourage debate and respectful resolution of disagreements, enhance critical
thinking skills, and encourage individual responsibility and cooperation among
students.
Description:
To help first-year students connect with upper-class students,
I arranged people in groups of four with two freshmen in each group. Each
person received a written copy of the quiz, and each group selected someone
to record its official answers. As much as possible, I developed questions
that would bring out possible misconceptions and/or multiple correct answers.
Discussions were lively as students debated potential answers, asked for clarification,
listened to one another, and made decisions. After exchanging papers with
other groups for grading, the class as a whole identified and discussed the
answers. Every member of each group received the same quiz grade. However,
students evaluated, privately and anonymously, each other’s contributions
by means of a pie chart, allocating to each person a percentage of the pie
according to her or his participation. I used these evaluations (and my own
observations) as part of each student’s class participation grade.
Results:
Quizzes became an exciting challenge. A wonderful camaraderie
developed among group members, encouraging a sense of responsibility for the
group’s success. With very few exceptions, students were conscientious
in studying and preparing for quizzes. On anonymous feedback forms, the large
majority of students said they found the technique a valuable learning experience--one
that enhanced their knowledge, generated new ideas, and deepened their understanding
of various topics. Many students remarked on the impressive level of cooperation
and preparedness within their groups. They said their understanding of concepts
and events increased through discussion, making topics more interesting. One
student said the technique made people more comfortable in expressing their
points of view. As one put it, it was nice to have a “safety net”
–not to rely on but to use if necessary.
Other Comments:
While this technique is perhaps an imprecise method of assessing
students’ individual knowledge, it appears to be a very successful learning
tool—well worth the 10 percent of a student’s final grade which,
in this course, comprises the combined quiz grades.
