Abstract:

Traditionally quizzing is viewed as a tool for students’ assessment. Landauer and Bjork (1978) and Carrier and Pashler (1992) are the first contributions to demonstrate that quizzing can actually be used as a tool for learning. The reason why quizzing is useful for learning derives from how people learn and remember. Bjork and Bjork (1992) argue that for better learning outcomes it is more important to train the retrieval strength of memory rather than storage strength. In other words, teaching methodologies that trigger encoding and retrieval processes are more beneficial for long-term retention and transfer of knowledge than traditional classroom practices.

The objectives of this study are to introduce in an introductory macroeconomics course a learning activity that enhances students’ retrieval memory and reduces students’ pre-exam anxiety, and to evaluate its efficacy. In particular, I incorporate an online pre-exam quiz in an introductory Macroeconomics course. This course is a compulsory subject taught in English and Spanish to third year Bachelor’s students who study towards a Degree in Tourism. In order to promote autonomy and individual student work, the course forms part of the online Campus Extens platform that allows distance learning and the use of various online assessment tools. The competences and skills established in the syllabus of the subject are evaluated through a final exam and two partial exams. The latter contain test questions that prove to be especially difficult to pass for students.

For the period from 2015-2016 to 2017-2018, 490 students completed the course, of which 64% passed, 27% failed and 9% did not take the assessment tests. Generally, students find it difficult to follow the course throughout the semester. In addition, class attendance reduces dramatically in the months of April and May as many students begin to work in the tourism sector.

Using econometrics tools of linear regression and propensity score matching, I explore the data on students’ assessment scores and demographics for 2016-2017 (without quiz) and 2017-2018 (with quiz) academic years. I find that pre-exam quizzing is an effective way to enhance students learning and thus increase students’ performance in the introductory macroeconomics course.

Keywords:

Retrieval strength, quiz, moodle, introductory macroeconomics.