Rice, B. S. (2020, June), How Extra Credit Quizzes and Test Corrections Improve Student Learning While Reducing Stress  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34732

\bibitem{asee_peer_34732}
  Rice, B. S. (2020, June), \emph{How Extra Credit Quizzes and Test Corrections Improve Student Learning While Reducing Stress}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34732

Brian Scott Rice.  "How Extra Credit Quizzes and Test Corrections Improve Student Learning While Reducing Stress".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34732 Internet.  21 Dec, 2024

\bibitem{asee_peer_34732}
  Brian Scott Rice.
  "How Extra Credit Quizzes and Test Corrections Improve Student Learning While Reducing Stress".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34732 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_34732
author = "Brian Scott Rice"
title = "How Extra Credit Quizzes and Test Corrections Improve Student Learning While Reducing Stress"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34732}
number = {10.18260/1-2--34732}
}

TY  - CPAPER
AB  - How does a teacher enhance in-class student engagement while maintaining a non-threatening classroom experience? What can teachers change to make exams a more positive learning experience? Both of these questions address key pedagogical issues that all teachers struggle with in higher education. To address these issues well known pedagogical techniques, in-class extra credit quizzes (ECQ) and optional test corrections, were implemented in a college introductory mechanics class at Rochester Institute Technology. Student surveys that consisted of multiple choice questions and open ended questions were used to judge the effectiveness of these pedagogical factors on learning. Survey results indicate that ECQ and test corrections were implemented in such a way that students believe that their learning was significantly enhanced while maintaining a non-threatening classroom experience. However there is no perfect solution. When using extra credit to enhance learning, care must be exercised to prevent unfairness among students and grade inflation. Details of how extra credit pedagogical strategies were implemented to minimize these negative effects are also discussed.

Keywords: stress, anxiety, extra credit, pop quizzes, attention quizzes, test corrections, teaching strategies, learning from mistakes, student engagement
AU  - Brian Scott Rice
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - How Extra Credit Quizzes and Test Corrections Improve Student Learning While Reducing Stress
UR  - https://peer.asee.org/34732
DO  - 10.18260/1-2--34732
ER  -