I love to mix up my assessment strategies to incorporate old, faithful methods as well as creative, new approaches. Today I want to talk about why and how partner quizzes work for a secondary English classroom. Note: I have heard of some teachers/professors successfully using small groups of 3-4 on both quizzes and exams, but I only have experience with partners on lower-stakes quizzes. I’d love to hear your comments, questions, and suggestions below!
Why partner quizzes work:
They work to compel-
- Engagement: Add the word quiz in place of a normal collaborative assignment and suddenly they really want to get the answers correct. Even my less motivated students love the idea of getting a great quiz score because they were able to discuss answers with a partner. They feel like they are cheating the system, when really they are having amazing debates and conversations about the material I want them to master!
- Collaboration: In partner quizzes students are able to add to each other’s ideas and bring each of their strengths to the table, which usually leads to more complete, thoughtful answers. As we prepare them for adulthood, learning meaningful collaboration is paramount!
- Student-led Teaching: We all know that students understand the material better when they can teach/explain it to another student. Partner quizzes help provide this teaching opportunity.
- Preparation: Group quizzes can add a little bit of healthy peer pressure to prepare. This is especially true if the partnerships are not announced until the day of the quiz. Most teenagers do not want to appear unprepared to their peers (even though they often pretend like they are too cool). A gentle discussion of the embarrassment that may ensue for an unprepared student can go a long way the day before a quiz.
Tips for How to Make Partner Quizzes Work:
- Instructions: Make sure to give clear instructions about what successful collaboration looks like and how the process of taking/grading the quiz will work. Explain the most advantageous ways to go about completing the task.
- Grouping: Decide how you want to create partners- by ability, by choice, by random draw. There are benefits to each of these methods, which you can play around with given your own classroom context.
- Multiple Quiz Versions: If you are worried about other groups overhearing and copying answers, you can make multiple versions of the quiz.
- Individual vs. Group Grades: In my view, you have three main choices here:
- Each student fills out the quiz and you randomly grade one quiz and enter for both students. This helps make sure they are checking each other’s work and both participating. I grade for content and mechanics, so they have to proofread for each other too.
- Each student fills out the quiz for his/herself and is each quiz is graded. This allows students to discuss answers, but ultimately come to different conclusions.
- Each pair fill out one quiz. This cuts down on paper.
- Types of Questioning: Generally, open-ended, higher level thinking questions are better for partner quizzes so that students have something meaningful to discuss and write about. I only use multiple choice for partner quizzes, with my advanced placement class with very difficult rhetorical analysis questions.
- Sporadic Use: I think partner quizzes work best when they only happen occasionally. I only use them for formative quizzes and then have individuals work on tests/exams. In my experience, when they are used too often, students start finding ways to avoid the work.
What are your questions or experiences? We’d love to hear them!