Masters Theses

Date of Award

5-2018

Document Type

Thesis

Degree Name

Curriculum and Instruction (MAE)

Department

Modern Languages & Cultures

Advisor

Dr. Claire Kilbane

First Committee Member

Dr. Dee Knoblauch

Second Committee Member

Dr. Paul Wendel

Keywords

Quizzes, Effects of Pop Quizzes, Announced Quiz, Educational Assessment, Modern Language

Subject Categories

Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Higher Education

Abstract

A quasi-experimental study was conducted over a seven week period between two sections of a level two American Sign Language class to determine if pop quizzes better prepared students for their midterm exams than announced quizzes would. Data collected were four quiz scores and midterm grades. Analysis conducted consisted of calculating the mean of each assessment, and running a series of t tests to compare mean scores between the control group receiving pop quizzes, and the experimental group receiving announced quizzes. The analysis showed no significance between the two groups.

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