A short story on the topic-preparation for quiz
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Quizzes in my classes are meant to measure class attendance and preparation. As a result, these quizzes are almost always given at the beginning of the class period; students who come into class late without a valid excuse (one that has been approved in advance if at all possible) disrupt the lecture and disturb remaining students in the course, and will not be given the chance to make up the quiz.
My quizzes are generally short, usually containing five questions, for which students are given five minutes at the beginning of class. Of these five questions, about half (two or three) generally cover material from the most recent class lecture, and the other half generally cover material from the assigned readings for the class period in question.
Very few of the questions on my quizzes are meant to be "trick questions"; a student who comes to class on time every day and who has read over all of the assigned readings before class should have very little difficulty achieving grades of at least four out of five on the typical quiz.
If you miss a quiz or receive a low grade, don't worry too much. The final quiz grade for the semester (usually accounting for approximately ten percent of the overall course grade) will be determined by taking each student's five highest quiz grades from the semester. I typically plan to give between six and ten quizzes per semester, depending on a variety of factors that sometimes lie beyond my own control; this means that the lowest quiz grade will definitely be dropped (even if I only give six quizzes), and additional grades after this may also be dropped if I am able to give seven or more quizzes for that course.
There is no truth to the rumor that I will not give a quiz in the class period immediately following another quiz (and therefore that a student can safely skip the next class period after a quiz without having to worry about missing the next quiz). Decisions about whether or not a quiz is to be given are generally made on the basis of numerous factors that students can not predict, including (among other factors) the number and nature of assigned readings, the expected length of the lecture and associated class discussion (where a quiz will be less likely if I already expect the lecture and discussion to fill the entire class period), and the amount of time available to the instructor for preparing and photocopying a suitable quiz.
My quizzes are generally short, usually containing five questions, for which students are given five minutes at the beginning of class. Of these five questions, about half (two or three) generally cover material from the most recent class lecture, and the other half generally cover material from the assigned readings for the class period in question.
Very few of the questions on my quizzes are meant to be "trick questions"; a student who comes to class on time every day and who has read over all of the assigned readings before class should have very little difficulty achieving grades of at least four out of five on the typical quiz.
If you miss a quiz or receive a low grade, don't worry too much. The final quiz grade for the semester (usually accounting for approximately ten percent of the overall course grade) will be determined by taking each student's five highest quiz grades from the semester. I typically plan to give between six and ten quizzes per semester, depending on a variety of factors that sometimes lie beyond my own control; this means that the lowest quiz grade will definitely be dropped (even if I only give six quizzes), and additional grades after this may also be dropped if I am able to give seven or more quizzes for that course.
There is no truth to the rumor that I will not give a quiz in the class period immediately following another quiz (and therefore that a student can safely skip the next class period after a quiz without having to worry about missing the next quiz). Decisions about whether or not a quiz is to be given are generally made on the basis of numerous factors that students can not predict, including (among other factors) the number and nature of assigned readings, the expected length of the lecture and associated class discussion (where a quiz will be less likely if I already expect the lecture and discussion to fill the entire class period), and the amount of time available to the instructor for preparing and photocopying a suitable quiz.
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