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Making Quizzes Fun While Accomplishing More
Rodger G. Holland
Associate Professor
Georgia College and State University
Most students do not look forward to "quizzes" or other means of
testing, but most actually enjoy the method described below. First,
students take a short quiz (typically 10 or so multiple choice questions)
individually and turn-in their answers. While they are taking the
quiz the instructor determines the appropriate group size (typically
up to 4 students). For example, if there are ten students in the
class, it is best handled by two groups of three and one group of
four. A class of twelve students could be either three groups of
four or four groups of three, but the four groups would generally
be preferable. Larger class sizes are easily set to groups of three
or four members per group. Once the group sizes are determined,
the instructor selects the appropriate number of cards from a standard
deck(s) of playing cards. For classes larger than 52 students, a
red and blue deck could be used, and/or different brands. Using
a class size of ten as an example, all of the aces could be selected
and then three cards each selected from the twos and threes, making
sure that the same suit was selected (say spades, hearts, and diamonds).
That would result in all suits available for aces, and spades, hearts,
and diamonds available for the twos and threes. These cards are
shuffled to get a random order and are distributed while the students
complete the quizzes.
Example: A
A  A
A 2
2 2
3 3
3
After the quizzes are completed the students reveal the card that has been distributed and record this on their answer form with their name and/or other identification. The answer forms are then collected and the students divided into teams based on the card in their possession. Continuing with the example of ten students: all of the aces form one group, the twos form the second group, and the threes form the final group. The students then turn in their cards and one card is pulled from those cards-the suit chosen designates the "captain" for each group. For example, if a heart is pulled, then whoever has the ace of hearts is the captain for the group of aces, whoever has the two of hearts is captain for the group of twos, etc. If a card is chosen that is not present in all groups (in our example the ace of clubs is the only club) then a second card is drawn for the other groups. The captain is responsible for a) recording all names of the group members on a second, group answer form, b) recording all answers on the group answer form(as well as on a separate sheet of paper), c) turning in the answer form, and d) presenting/defending the answer when called on to do so.
After each group has finished completing the group answer form together by answering the quiz questions a second time as a group (no dissenting opinions allowed), the forms are collected and the instructor pulls one card from the deck. Whichever card is pulled (say one of the threes), that group's captain must read the question and provide the answer chosen by their group. If one of the other groups gave a different answer, then the captain for that group must support their answer. (Since the instructor now has the individual answer forms, it is easy to scan for inconsistencies.) During this exchange between the groups, the instructor should stay neutral, or play a devil's advocate role. Only when the "debate" subsides should the correct answer be given along with the explanation. The spokesperson for the group that was called on for the question then pulls a card to determine which group handles the next question, and so on and so forth. One "wrinkle" is to replace any missing card for wrong answers, but that is a bit more involved than necessary. However, it may be interesting to use this modification if the method is used a second or third time.
The process of pulling cards in and of itself can lead to fun when someone pulls their own card or when two groups seem to be "battling" each other by pulling each other's cards. To add to the humor, the instructor can joke that she/he is really looking for someone to take to Las Vegas, to bet against.
The average of the individual and group scores is then used for the quiz score. Since attendance is not required (for my classes), using these as "bonus points" for the upcoming exam provides additional incentives for class attendance and rewards good performance while leaving the ultimate decision as to preparation and attendance up to the students. Students are not allowed to retain the quizzes, but some of the same questions are used on the upcoming exam (with the order of the answers scrambled). Of course, each instructor must decide these issues and use the procedures deemed most suitable for their classes.
This testing procedure achieves much more than simply testing technical knowledge of the subject matter being studied. To quote from Objectives of Education for Accountants by the Accounting Education Change Commission, "Students must be active participants in the learning process, not passive recipients of information…. Working in groups should be encouraged…. Teaching methods that expand and reinforce basic communication, intellectual, and interpersonal skills should be used." This method accomplishes many of these objectives, while simultaneously making the classroom fun. Elaboration on the importance of these objectives seems unnecessary here, but it is useful to mention that retention of the technical information is also enhanced.
Of course, since this method requires substantially more class time than normal testing procedures it must be used judiciously. But develop your skills in using this methodology and you just might find students enjoying your quizzes, and getting more out of them!
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