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

\bibitem{asee_peer_18230}
  Sawaya, W. J. (2011, June), \emph{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

William J. Sawaya.  "Just-in-Time Daily Quizzes as Learning Tool for Self Assessment and Content Mastery".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18230 Internet.  16 Apr, 2024

\bibitem{asee_peer_18230}
  William J. Sawaya.
  "Just-in-Time Daily Quizzes as Learning Tool for Self Assessment and Content Mastery".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18230 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_18230
author = "William J. Sawaya"
title = "Just-in-Time Daily Quizzes as Learning Tool for Self Assessment and Content Mastery"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18230}
number = {10.18260/1-2--18230}
}

TY  - CPAPER
AB  - 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.
AU  - William J. Sawaya
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Just-in-Time Daily Quizzes as Learning Tool for Self Assessment and Content Mastery
UR  - https://peer.asee.org/18230
DO  - 10.18260/1-2--18230
ER  -