Stuart, B. (2005, June), Professor And Student Response To The Daily Quiz  Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14182

\bibitem{asee_peer_14182}
  Stuart, B. (2005, June), \emph{Professor And Student Response To The Daily Quiz}
  Paper presented at 2005 Annual Conference, Portland, Oregon.
  10.18260/1-2--14182

Ben Stuart.  "Professor And Student Response To The Daily Quiz".  2005 Annual Conference, Portland, Oregon, 2005, June.  ASEE Conferences, 2005.  https://peer.asee.org/14182 Internet.  22 Apr, 2024

\bibitem{asee_peer_14182}
  Ben Stuart.
  "Professor And Student Response To The Daily Quiz".
  \emph{2005 Annual Conference, Portland, Oregon, 2005, June}.
  ASEE Conferences, 2005.
  https://peer.asee.org/14182 Internet.  22 Apr, 2024

@INPROCEEDINGS{asee_peer_14182
author = "Ben Stuart"
title = "Professor And Student Response To The Daily Quiz"
booktitle = "2005 Annual Conference"
year = "2005"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/14182}
number = {10.18260/1-2--14182}
}

TY  - CPAPER
AB  - In an academic environment where teamwork is stressed, assessing individual competency can
sometimes be a challenge. The benefits of students learning by working with other students is
clear, unfortunately any grader of homework can readily identify the members of a particular
study group through obvious similarities in approach, and more often through the repeated
obscure error. The temptation of the ‘weaker’ or ‘busy’ student to copy solutions without
participating in the learning process is often overwhelming. Further, the continual expansion of
topics covered in many engineering courses has placed a greater emphasis on student learning
outside of the classroom. Students who are well prepared through completing reading or other
preparatory work prior to attending class make the time spent in class more productive. Any
method to encourage this behavior is to the advantage of the instructor.
One method that may be employed to assess individual competency is through the use of regular
quizzes. However, several days worth of material, even if in the same chapter in a text, may
have many fundamental points that are worth stressing. A short quiz is not capable of covering
the large number of topics covered if administered on a weekly basis. The intent of the daily
quiz is to encourage students to complete class preparatory assignments, maintain complete
understanding of homework problems, and provide the faculty with a means of assessing
individual student performance over a wide array of course topics. The additional work involved
with grading the quizzes is balanced by the elimination of homework grading. Further, daily
quizzes covering reading assignments are easily written in true-false, matching, or multiple
choice formats for easier grading.
AU  - Ben Stuart
CY  - Portland, Oregon
DA  - 2005/06/12
PB  - ASEE Conferences
TI  - Professor And Student Response To The Daily Quiz
UR  - https://peer.asee.org/14182
DO  - 10.18260/1-2--14182
ER  -