Challenge quizzes: A unique tool for motivation and assessment

KimMarie McGoldrick and Peter W. Schuhmann

New Zealand Economic Papers, 2013, vol. 47, issue 3, 257-275

Abstract: We present a blended formative/summative assessment tool -- 'challenge quiz' -- developed to support mastery learning by students without placing undue burden on instructors. The formative nature of the challenge quiz motivates students to modify study behaviors while the summative component encourages students take responsibility for knowledge acquisition. This mastery-based testing approach serves to bring the student's objective of a quality grade in line with the instructor's objective of quality learning. Using a student survey administered to Principles of Microeconomics students at two US institutions, the characteristics and motivations of students are quantified, providing insight into student learning behaviors and outcomes. Empirical analysis indicates that students taking challenge quizzes tend to engage in more study methods and perform better than their initial in-class quiz, despite the increased rigor of the assessment. Changing study behaviors in advance of the challenge quiz had a significant positive impact on quiz grade improvement.

Date: 2013
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DOI: 10.1080/00779954.2012.689746

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