## Action Research

## Do frequent small quizzes improve student success on identification during tests?

Problem:

Students were struggling with the identification sections on their unit tests. I hypothesized that if students were to be given several quizzes within in the unit they would be encouraged to study the identification terms more often and therefore achieve better scores on the unit test itself.

Plan:

In order to address this problem, I gave students several (an average of 3) quizzes per unit. These quizzes were based upon unit identification packets and were comprised of five terms per quiz. During the first unit I did not allow students to retake quizzes, but during the second and third unit I did allow for students to retake the quizzes as many times as they chose. Some students took advantage of this while others did not.

Data used:

The data used to determine the success of this plan was the identification scores of students on the unit tests proceeding implementation of the plan. These scores were then compared to the average score of students on the two unit tests that proceeded the quizzes. Using these scores, I calculated the amount (based upon percent score) students improved or declined across the assessments. Scores were collected from both classes and analyzed but the results were about the same so only one class was used for illustration.

Conclusions:

While a few students saw a decline in their scores after the quizzes were introduced most students improved upon their identification test scores. Enabling students to retake quizzes also seemed very effective for some students in improving their scores. Based upon my observations of my students during this plan the quizzes seemed to benefit the students who took them seriously and then made the effort to retake them when they got questions wrong. What they put into it students got out of it. Despite this I think that the quizzes were an effective use of class time for students and I would continue to implement this plan into the future.

In addition, due to the way I have chosen to show the data students who scored highly before the implementation of this plan will seem to have had little improvement or declined. This would be because they had very little room to improve further or that they now score 95% instead of 97%. This may skew the perception of my data.

## Data: