Center for Teaching & Assessment of Learning Research Study Grant: The Impact of Automated Quizzing on Student Learning in Large Introductory Undergraduate Courses
The Center for Teaching & Assessment of Learning wishes to conduct several educational research studies in large introductory undergraduate courses to examine the impact of automated computer scored quizzing on student performance. Specifically, we seek to determine how increasing the number of assessments using quizzes with automated grading may impact students’ final grades. A recent article “Do Quizzes Improve Student Learning? A Look at the Evidence” by Maryellen Weimer, PhD (Faculty Focus, Feb. 1st, 2017) outlines the challenges researchers face in trying to answer this question. Studies in the fields of Psychology, Sociology, Business, and Accounting Education have examined the role of daily quizzes, “pop” quizzes, announced quizzes, and other frequent quizzing structures on student learning. The automated quiz feature in Canvas is one way of quickly integrating some of these quizzing practices into your course.
We encourage all University of Delaware faculty who are teaching large (60+ students) introductory undergraduate (100- and 200-level) courses to apply for this grant to determine the relationship between frequent, automated quizzes (particularly those executed in Canvas) and student learning.
Successful applicants will receive $5,000 in funding to cover faculty (or graduate student assistant) time in generating quiz questions, learning how to use Canvas automated quizzing, and other study-related tasks.
You qualify if:
- You taught a 100 or 200 level course in Fall 2016 with an enrollment close to or greater than 60 students.
- In the past because of your large course size, you limited your major assessments primarily to a midterm and a final exam.
- You will teach the same course in Fall 2017.
What will I have to do?
During the summer of 2017 you will:
- Collaborate with CTAL and Academic Technology Services to design and implement at least four quizzes using the Canvas Learning Management System. These quizzes will be automatically scored and must be included in the students’ overall grades.
- Share with CTAL your grade book and syllabus from the same course that you previously taught.
- Implement the same midterm and final assessments that you did when you previously taught the course.
- Share your grade book at the end of the Fall 2017 semester so that CTAL can run a comparative analysis to see if this intervention changed students’ final course grades.
Funding will be awarded on a competitive basis for proposals that best fit the goals and criteria outline above.
- April 1: Send email to CTALemail@example.com stating your interest and the course you taught in Fall 2016 that you will again teach in Fall 2017.
- May 1: CTAL will announce all the faculty members funded for this study.
- Receive $2,500 to work with CTAL and ATS
- Summer 2017: Collaborate with CTAL to create your quizzes and ATS to automate the quiz feature in Canvas. Must be completed by August 15th, 2017.
- Teach the course in Fall 2017 integrating the quiz grades into your gradebook.
- Share your grade book with CTAL by the end of December 2017.
- January 2018 you will receive your final $2,500.
You can be assured that students’ names and grades will be confidential. We would like to publicize that you participated in this research project and were awarded this research grant. However, if you feel that you would prefer that your participation remain confidential, we will respect that request.
The instructional grant program is administered by the Center for Teaching and Assessment of Learning (CTAL). In 2013-2014, we awarded over $64,000 in instructional improvement and travel awards. Proposals are typically accepted during the fall, winter, and spring semesters with specific opening and closing dates changing each year. Proposals are not being accepted right now but last year’s call for proposals is here.
CTAL Scholars Program Overview
The Center for Teaching & Assessment of Learning (CTAL) Scholars program provides an opportunity for faculty members to undertake special projects related to teaching and learning of critical interest to the University of Delaware. CTAL Scholars pursue these projects to share their results or discoveries with the UD community, encourage further exploration, and build community among UD faculty.
Scholars focus on projects that help the campus teaching and learning community in particular areas. These projects may include:
- Providing faculty with resources, professional development, and support to infuse effective pedagogies into new and existing courses.
- Developing and coordinating incentives for faculty to develop a new course or re-conceptualize an existing course(s) that enhance(s) student learning outcomes related to particular goals.
- Developing workshops or discussion groups in collaboration with the CTAL for faculty on best practices.
- Examining the efficacy of particular courses at UD, investigating which learning outcomes are achieved via which pedagogical strategy.
- Developing best practices for documenting teaching for the UD community context.
Funding and Support
- Stipend based on the size and scope of their project. Course release may be possible in lieu of a stipend and dependent upon department circumstances.
- Budget for workshops and programming needs.
- Regular access to and consultations with a CTAL staff member with specific interests and skills that align with the Scholar’s project.
All full-time faculty are eligible for the CTAL Scholars Program. Scholars may be from any academic discipline represented on the UD Newark campus.
We are proud to announce that we have appointed three UD faculty members as CTAL Faculty Scholars for the 2014-2015 academic year:
Jessica Edwards, assistant professor of English, is the CTAL Diversity Scholar. She will explore inclusive teaching practices and approaches to teaching about diversity among UD faculty. She will share her findings with the UD community by creating a repository of resources at CTAL.
Melissa Ianetta, associate professor of English and director of the UD Writing Center, is CTAL’s Assessment Scholar. She will examine how well students are acquiring the general education goals of written communication, oral communication, information literacy and critical thinking. Her work will inform ongoing assessment of UD general education goals.
Barret Michalec, assistant professor of sociology and criminal justice, is a CTAL Scholar. He will examine courses at UD that satisfy our multicultural general education requirement to provide information that will help us better understand those courses and how they help students achieve that goal.
James Jones, psychology professor and director of the Center for the Study of Diversity, will work with Barrett Michalec on a project that examines the learning outcomes of Multicultural-designated courses. More details on the project he calls, Multiversity, can be found in this UDaily Article.
More details about the appointments can be found in our UDaily article. We will update our webpage with presentations, reports, and other items from our new colleagues as they dive into their exciting work!
Grant review committee
Past faculty grant recipients are invited to serve on the review committee; please contact CTALfirstname.lastname@example.org