EduTip 26: Give lots of quizzes.

The Cult of Pedagogy Podcast

Jennifer Gonzalez

Education, Teaching, Instruction, Classroommanagement, Educationreform

4.8 • 2.4K Ratings

🗓️ 23 February 2025

⏱️ 5 minutes

🔗️ Recording | iTunes | RSS

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Summary

One of the best-kept secrets in teaching is that frequent quizzing leads to better learning. If you can incorporate more ungraded or low-stakes quizzes into your instruction, there's a good chance your students will start remembering more of what they're learning. Learn about the research behind this phenomenon in this EduTip.

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Thanks to Explore Learning for sponsoring this tip. You can find written and video versions of these at cultofpedagogy.com/edutips.

Transcript

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0:00.0	Welcome to EduTips, a side project of the Cult of Pedagogy podcast where I share one quick idea to make your teaching better.
0:07.8	This is Jennifer Gonzalez and I am your host.
0:10.9	Edutip 26 is sponsored by Explore Learning.
0:15.1	Are you looking to supplement your STEM instruction with technology you can trust?
0:19.8	Explore Learning K-12 STEM solutions put
0:22.8	data privacy first and are certified safe for student data with high standard data security measures.
0:29.9	That means peace of mind when you teach. From early science exploration to foundational math skills
0:36.2	like math fact fluency and fractions to virtual labs and simulations where students take on the role of STEM professionals.
0:44.3	Explore learning develops ed tech for the most critical STEM learning needs. Research-backed and game-based.
0:52.3	Explore learning products engage students while building the key skills needed to succeed, all while safeguarding student data.
1:00.8	Discover how their award-winning products are prioritizing data privacy by visiting cultivepedagogy.com slash explore learning.
1:09.9	Today's edutip is give lots of quizzes. One of the best kept secrets
1:15.5	in teaching is that frequent quizzing leads to better learning. I'm not talking about formative
1:21.3	assessment here. This is quizzing as a learning strategy. A growing body of research is showing that when students are
1:29.3	regularly tested on the material that they're learning, they learn it better than they do through
1:34.5	many other forms of review, including rereading, note-taking, or concept mapping. Here's an example.
1:42.0	A group of university students read 40 pages of textbook materials weekly.
1:47.0	After each reading assignment, they either re-read 10 selected facts or took a short-answered
1:54.0	with corrective feedback. Over six weeks, students took two multiple-choice exams assessing 60 of the facts that were just
2:02.8	re-read and 60 tested facts. Students scored 10% better on the facts they had previously been
2:10.4	tested on than they did on the facts they had just re-read. There are loads of other studies
2:16.2	like this one, where two groups consume the same
	...

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