Student response to a pub quiz style first year psychology assessment

Peter Reddy, Vanessa Parson

Research output: Contribution to journalSpecial issue

Abstract

The deterioration in staff-student ratios in UK higher education has had a disproportionate impact on assessment and feedback, meaning that contemporary students may have fewer assessments and much less feedback than a generation ago (Gibbs, 2006). Early use of a quiz assessment may offer a blend of social benefits (social comparison, shared problem solving leading to engagement, belonging and continuation), academic benefits (early formative assessment, immediate feedback) and administrative benefits (on-the-spot verbal marking and feedback to 230 students simultaneously). This study sought student views on the acceptability and contribution to learning of the quiz. Social benefits were apparent but difficulties in creating questions to elicit deeper reasoning and problem solving are discussed and the quiz had limited pedagogic value in the eyes of participants. The use of assertion-reason questions are considered as a way of taking the table quiz to a higher level and extending its pedagogic value.
Original languageEnglish
Pages (from-to)154-159
Number of pages6
JournalPsychology Learning and Teaching
Volume6
Issue number2
DOIs
Publication statusPublished - 2007
Event3rd biennial conference organised by the Higher Education Academy Psychology Network - York, United Kingdom
Duration: 27 Jun 200629 Jun 2006

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