Students' Overwhelming Resistance to Cumulative Quizzing

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Instructional Design, Feedback, and Learning Strategies

Abstract

Retrieval practice is one of the most robust strategies for enhancing lasting learning. In classroom practice, this can be implemented as frequent quizzes. But strategies need buy-in. How do students perceive this practice? In Experiment 1 (N=213), undergraduate participants were assigned to read a syllabus containing either cumulative quizzes, non-cumulative quizzes, or no quizzes (control). The cumulative quizzes led participants to view both the course and the professor more negatively. In Experiment 2 (N=549), we added a fourth condition: cumulative quizzes plus an explanation of why they are beneficial for learning. This explanation did not improve the negative perceptions. Survey responses about quizzing found that students appreciated the benefits of practice, but our experimental data highlight their resistance.

Authors

• Alexis Richmond, University of Texas at Austin

• Veronica X. Yan, University of Texas at Austin