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Just-in-Time Daily Quizzes as Learning Tool for Self Assessment and Content Mastery

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Student Learning and Teamwork

Tagged Division

Engineering Technology

Page Count


Page Numbers

22.988.1 - 22.988.7



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Paper Authors


William J. Sawaya Texas A&M University

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William J. Sawaya is an Assistant Professor in the department of Engineering Technology and Industrial Distribution in the Dwight Look College of Engineering at Texas A&M University. He teaches courses in quality management and process improvement. He has done work and research on the topics of inter-organizational collaboration, inventory management, new product development, product introduction, healthcare products, transportation systems analysis-focusing on railroads and multi-mode container operations, product testing, customer satisfaction, quality management, facility location, and sustainability. Prior to joining the faculty at Texas A&M he was a Post Doctoral Associate at Cornell University in the Transportation Systems and Management group of the School of Civil and Environmental Engineering. His Ph.D. is from the Carlson School of Management at the University of Minnesota with an emphasis in Operations and Management Science. He has a M.S. in Industrial and Systems Engineering from the Georgia Institute of Technology and a B.S. in Manufacturing Engineering from Brigham Young University.

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Just-in-time Daily Quizzes as Learning Tool for Self Assessment and Content Mastery In order to facilitate student learning, daily quizzes have been developed andimplemented in three different technical courses to aid students in doing self-assessment onlearning progress and comprehension. The quizzes and the related grading structure and usagewere constructed to provide quick and specific feedback on comprehension and mastery oftechnical material under the supposition that students will be better able to learn if they areprovided with quick and specific feedback of what they do and do not know after they haveimmediately struggled to solve problems. Although students have been skeptical at first due tothe relatively large number of quizzes, there has been overwhelming support for the methods bythe end of each course implementation. At the conclusion of each lecture a short quiz for the next class periods lecture isconstructed by the instructor such that it emphasizes key points from the concluded lecture,provides example problems, and in some cases- may introduce material for the next lecture.Students are given these quizzes at the beginning the next class period, and work on them for thefirst few minutes of class. The quizzes are then graded as a class as the instructor asks studentshow they approached each problem and provides solution if none of the students were able toanswer them correctly. The innovation is in the fact that each quiz is prepared just-in-time basedthe current level coverage of the course topic, and the fact that the grading scheme is unique andintended to provide the students with specific and detailed feedback on their performance to aidin the learning process without creating anxiety about the grade. This helps the students to viewthe quizzes as aids in the learning process, and transforms the quiz from an end in itself into atool to facilitate learning and engage students in taking greater responsibility for their ownleaning. The quizzes are essentially self-graded, with the emphasis being on the learning processrather than the grading process. Student feedback has judged the quizzes to aid in the learningprocess.

Sawaya, W. J. (2011, June), Just-in-Time Daily Quizzes as Learning Tool for Self Assessment and Content Mastery Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18230

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