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  3. American Economic Review
  4. May 2016
  5. The Impact of Challenge Quizzes on Student Knowledge

American Economic Review

ISSN 0002-8282 (Print) | ISSN 1944-7981 (Online)

The Impact of Challenge Quizzes on Student Knowledge

  • KimMarie McGoldrick
  • Peter W. Schuhmann
American Economic Review
vol. 106, no. 5, May 2016
(pp. 373–77)
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Abstract

We evaluate the efficacy of a blended formative/summative assessment tool developed to support mastery learning by students without placing undue burden on instructors. Our innovation provides students with an opportunity to take a more difficult "challenge" quiz to demonstrate their command of the material and improve their grade on regular in-class quizzes. The structure of these quizzes motivates students to modify study behaviors (formative component) and take responsibility for knowledge acquisition (summative component). This mastery-based testing approach serves to bring the student's objective of a quality grade in line with the instructor's objective of quality learning.

Citation

McGoldrick, KimMarie, and Peter W. Schuhmann. 2016. "The Impact of Challenge Quizzes on Student Knowledge." American Economic Review, 106 (5): 373–77. DOI: 10.1257/aer.p20161056

Additional Materials

JEL Classification

  • A22 Economic Education and Teaching of Economics: Undergraduate
  • I23 Higher Education; Research Institutions