In week seven, 2026, as part of the midterm evaluation, we asked students specifically for their thoughts about the weekly quiz.
As we put it: The weekly quiz is a new feature that we have added to the course, so we are particularly interested on your views about how it is working…
We asked the following questions:
- Do you find the weekly quiz a) too easy or b) too hard or c) about right?
- Do you worry about whether you will pass the quiz? If so, say more.
- Does the quiz help to make you think twice about relying on aids such as AI?
- Does it help to encourage you to come prepared to class?
- Does it help you to focus better on the books and/or the lecture/conversation videos?
- Write down two comments/observations about the quizzes. At least one should be positive; at least one should be a suggestion for improvement.
In answer to the questions posed:
- 85% of the students responding said the level of the difficulty of the quiz was about right, with 3% saying it was too easy and 11% saying it was too hard.
- 42% said they worried about whether they would pass the quiz; 58% said they did not.
- 50% said they felt the quiz helped to make them think twice about relying on aids such as AI; 50% said it did not.
- 98% said they felt it helped to encourage them to come prepared to class; 2% said it did not.
- 71% said they felt it helped them to focus better on the books and/or the lecture/conversation videos; 29% said it did not.
Note, however, that on question three many said that they would not consider using AI in any case. Similarly, the one response stating that the quiz did not help to encourage them to come prepared to class clarified that they did not need further motivation to come prepared.
Also comments on the quiz's difficulty were skewed somewhat by the fact that one of the days in which this survey was given was a day on which many found the quiz harder than usual. This recency bias was also attested to in subsequent comments, many of which focussed on questions about "numbers" or "stats," when in fact, of the seventy questions posed in the fourteen quizzes given to date, only two have involved numbers, one of which happened to turn up on one of the days on which this survey was completed.
As for whether students were worried that they would fail, and beyond the recency bias of the survey being given on that particular day, many of the responses suggested that any assessment bring with it a certain amount of worry. As one student put it: "I think that's just general anxiety that comes with having a quiz." In fact, very few students fail, and the average score on the quiz is very high: 4.57/5. At the same time (I think) there has to be the possibility of failure: otherwise, why have a quiz at all?
We said at the start of the semester that the reason we had introduced the quiz was as a safeguard against AI use. (This came after a small but still disturbing minority of students were found to have used AI in a previous iteration of the course.) Hence also the establishment and explanation of an explicit AI policy this year. In fact, this semester AI has not been a particularly noticeable issue. Perhaps that is in part because of the quiz (as the results suggest), but it may be because of the policy, while on the other hand some student comments noted what is perhaps a small backlash against AI. As one put it: "I am personally against AI (I believe many people are as well)." At the very least, I think in general students have understood that AI will not help the with what we are looking for in this course: instead of polished and "correct" (or at least apparently correct) interpretations of literature, we are interested in engagement, affect, feeling, and critical reflection.
Here, then, it is interesting (and heartening) that the quiz does seem to be encouraging engagement: almost exactly 100% of students responding said that it encouraged them the come to class more prepared, and that a large majority said that it helped them to focus better on the books and/or the conversation videos. This shows that the quiz is having a positive function within the course, even if it is not the one for which it was originally envisaged and designed.
See below for responses to specific comments, but in general:
- It is in fact hard to come up with questions that have a single correct answer that could not arguably be regarded as a "detail." Drinks pairings, for instance, are surely "irrelevant" details, but students seem to like those questions... perhaps because they can consult the published list, yet the point of the quiz is to ensure students are watching the videos...
- Broader, thematic issues are on the whole what we get into as soon as the quiz is over.
- I would remind students that the first thing you are told to buy for this class is a notebook... To do well on the quiz, and to reduce any anxiety it may cause, you should be using that notebook to take note of what seem to you to be important issues in the books you are reading, as well as in class discussion, but also using the notebook to take down the key points in the lectures and conversation videos. In those videos, chapter titles and slides (and for the lecture videos, you have access to all the powerpoint slides) usually reinforce those key points. As you write them down in a notebook, this not only helps your powers of recall but also gives you something you can consult in advance of the quiz.
- At the same time, the quiz is by no means the most important aspect of the class, which should be devoted to discussion and thinking together. I am open to other modes of delivery (I had originally envisaged Kahoot), but above all I want us to be able to be done with the quiz as soon as possible, so that we can move on to what is really important: our collective effort to think more about the issues that these books raise, to think more about literature and life.
- And yes, the quiz should also be fun. (You may occasionally notice the odd joke in it... for instance, say, when I have to conjure up alternative possible last lines to a book.) And treats, yes I like the idea of treats. There will be treats again.
Thank you so much for your responses. This was helpful!
As I say in the course's AI policy, I am not necessarily against all AI on principle, and think that there may well be a place for it: "I dream of a day in which we have a reliable and effective AI to which we can consign the tedious, semi-intellectual bureaucratic labor in which we see no inherent value: filing taxes, writing reports, filling out forms, university admin, and so on." I therefore thought that the task of summarizing such a diverse range of comments might be something that ChatGPT could do, with perhaps helpful results. So here is what happened when I asked it to summarize and respond to your comments...
📊 Student Perceptions of the Weekly Quizzes
1. Difficulty Level
Most students said the quizzes were about right, though a minority found them too easy or too hard:
Majority: “about right” — especially if having done the readings and watched the videos.
Some: found specific questions tricky due to detailed content or language questions.
A few: felt quizzes varied week to week in difficulty.
Takeaway: Students generally see the quizzes as fair but occasionally inconsistent in difficulty.
2. Anxiety & Worry About Passing
Responses were mixed — a significant portion reported some anxiety about passing, mainly because:
They weren’t sure what details would be tested.
They worried about remembering specific details from readings or videos.
Some students feel reassured by the contract grading system, which guarantees a pass if basic course requirements are met.
Takeaway: Quizzes are low-stakes, but uncertainty about content causes some stress.
3. Impact on Use of Aids Like AI
Students were divided here:
~Half said the quizzes made them think twice about using AI or encouraged engagement with the material itself.
The other half said they don’t use AI anyway or didn’t feel the quizzes affected that choice.
Some felt that AI wouldn’t help with the kind of detail-oriented recall the quizzes require.
Takeaway: Quizzes may discourage improper reliance on AI for prep, but that effect is subjective and varies by student.
4. Encouragement to Be Prepared
This was the most strongly positive consensus:
Virtually all students said quizzes motivated them to come prepared — reading texts and watching lectures/conversation videos before class.
Many described quizzes as a useful checkpoint to ensure they had engaged with the material beforehand.
Takeaway: Quizzes successfully promote preparation and active engagement.
5. Focus on Course Materials
Most students said quizzes helped them focus, though with some nuances:
Many felt quizzes increased attention to videos and lectures in particular.
Some said the focus was more on videos than on the books themselves.
A minority felt that some questions target minor details rather than broader themes.
Takeaway: Quizzes shape student attention to course materials but could shift slightly too much toward minutiae.
6. Open-Ended Feedback: What Students Liked / Suggestions
Positive points:
Quizzes are quick, clear, and low-pressure.
They help verify that students are keeping up with readings and lectures.
Consistent format makes them predictable and manageable.
Some thematic questions (e.g., about drinks pairing or the guest lecturer) were enjoyable and fun for students.
Common Suggestions for Improvement:
Students’ suggestions clustered around a few themes:
Less focus on trivial details, more on substantial comprehension and themes.
More consistency in difficulty from week to week.
Desire for confirmation of answers before submission or better interfaces (e.g., digital tools).
Quizzes could include a few more questions or offer clarity about what content is fair game.
Takeaway: Students appreciate the quizzes but want them slightly more aligned with core ideas and readings rather than narrow details.
🧠 How This Fits into the Course
To ground this in the context of RMST 202:
Weekly quizzes are designed to be short (no more than ~5 multiple choice) and easy if students have done the work.
They function as a baseline check that students have engaged with assigned texts and videos — reinforcing the flipped classroom and contract grading approach.
The course places greater weight on deeper engagements — especially blog posts and discussions — as part of its transparent contract grading system.
📝 Overall Synthesis for You
Strengths of the Weekly Quizzes:
Encourages preparedness and sustained engagement.
Seen as fair and manageable by most.
Adds structure and accountability in a flexible, student-centered course.
Challenges / Opportunities:
Some anxiety persists due to unpredictability of detailed questions.
A number of students would like a stronger focus on interpretive understanding rather than minor fact recall.
Better communication of expectations around what content is assessed could reduce stress.
| too easy | too hard | about right | other/comments |
|---|---|---|---|
| 2 | 7 | 52 | love them It's good! Mostly about right, sometimes hard. I stress about it too much. Extremely easy if you watch all lectures / complete all readings, though I find it perfect for a course like this, where we're also assessed on the blogs/discussions. About right, but sometimes tricky. Language-related questions are difficult. In between too easy and about right. Usually about right, but today (25th Feb) it was too hard. About right most of the time, but sometimes there's questions [that are] super specific and harder. Sometimes I have to think hard to remember / get one wrong. About right (with one or two exceptions). I think it's easy. I think it's about right, maybe no states because tbh hard to remember. This week's (Rodoreda II) was a little difficult. I'd say they're def. about right. |
| yes | no | other/comments |
|---|---|---|
| 24.5 | 33.5 | The contract grading gives me reassurance! A little bit? I mostly get worried when I read the text and did all the work but don't understand the text. Yes, because I'm bad at names or specifics. Sometimes. Not often, only when I try to get ahead and forget things from the book or the week. No, because it's usually the same kind of questions so I'm ready. No, if you read the book, watch the videos, I think you're guaranteed at least a 4 out of 5. Not really worried. Always, but I'm always pleasantly surprised. Yes, sometimes I feel like some of the answers are details that could be forgettable. Even when reading the book and watching lecture and conversation videos, I have some fear/anxiety of the quiz. Yes I do worry cuz idk what details will be tested. yes, sometimes I miss tiny details and get them wrong. Sometimes I get stuck on a question, but nothing too serious. At first yes, but not anymore. 🙂 Sometimes, with certain specific lecture questions. Yes, don't know if I remember correct details. I do worry just because I have the memory of a goldfish. Yes, because sometimes I did the videos a few days ahead, so I couldn't memorize all of their content. Yes, I feel like it's way too detailed. Sometimes, only when first seeing the questions. Not really, but I worry about remembering lecture stuff. Yes. Even after doing all the work (watching the videos and reading), there are questions that are tricky. Sometimes, if the quizzes only touch on distinct details. Yes, I do worry because the content that will be tested is unknown. Like drinking pairs, conversation video, lecture video, details in the book. I am a big fan of scanning [?] through the book. Yes, but I think that's just general anxiety that comes with having a quiz. No, I know I will pass when I do the work. yes, quizzes make me a bit anxious. yes: sometimes one of the questions is a small detail from the lecture that I missed. Sometimes I do worry. Not really, it's mostly my own overthinking/second-guessing. Not really. Sometimes because I don't know exactly what to remember from lecture and convo video. Rarely, because the questions can be parts I forgot. A little bit, but not too much. Yes, because I have a really bad memory. Yes, because especially when books are long in length, I worry I'll miss a small detail or name. A bit, but that's more the uncertainty of the Q content/style Just sometimes when I didn't focus on the lecture video or conversation video. N/A No, seems about right. |
| yes | no | other/comments | 27.5 | 27.5 | I feel like this whole class is more a personal reflection, so I've never thought of using it. I don't but no. Not really. My goal is to read many books, and regardless if there's a quiz or not I would be doing the work. Not really (I don't use it, maybe that's why). I don't use AI for this class. To be honest, I find no correlation between the two, though I may be biased as an AI HATER. No, and I am personally against AI (I believe many people are as well). Yes, because I have to listen to the videos myself to not miss details. Yes, I don't think you need AI for these quizzes, just your understanding of the text. Yes, as Jon said, if you read the book and watch the videos, you'll be fine. Yes, but how would you use AI in class anyway? I guess it's working. yes, though it also encourages me to read the entire book actively instead of skimming. Yes, I realized I must read the book to complete the quiz. No, I don't use AI. Yes! And summary websites such as Spark Notes. Quiz motivates me to fully and carefully reading of text as opposed to skimming. Yes, I feel that it compels everyone to read the text / watch the lecture. I don't use AI to begin with, much less on quizzes. I don't use AI. I guess. I don't think about that really. Yes (even though I don't use AI). I am old and have pledged never to use AI at UBC or in life. No. Writing the blogs already requires me to read without relying on AI. I know that AI can't help with quiz prep, because quizzes are detail oriented. No, because I don't use AI. Yes! AI misses a lot. I don't use AI for school, but it probably would help. I've not had the desire to use AI ever. I don't use AI for this class. I don't think about AI so idk. I never use AI. Not sure. Yes? I felt like there's no need. No? But I honestly didn't think about it. Yes, I don't think if you use AI you'll do great on the quiz. The quiz asks diff. questions eery time, keeps you on your toes, and books are interesting enough to always read. No, absolutely not. |
|---|
| yes | no | other/comments |
|---|---|---|
| 58 | 1 | A little, yes. Yes for sure. To an extent, I worry about being on time, but besides that, the lectures/readings prepare me well. Kind off, I come prepared anyways. Yes, makes me read details more thoroughly rather than gloss over the text. Yes, but I find the discussion also encouraging for attending class. Yes, I pay more attention to videos. Sure, but it's a hurdle to jump every class. yes, it makes me stressed so I destress by reading within the lines [?]. Always. It does. It acts as a checklist for class. Yes, and take notes. Yes 🙂 No, I come fully prepared in any case. Yes, if I don't do the work I won't do well. Of course. Yes, but perhaps during midterms it stressed me out, haha. Yes, I read through my notes. Definitely. Yes, absolutely. Definitely. The course is straightforward and doesn't ask for much, so it's easy to always come prepared. Yes, encourages me to read properly. |
| yes | no | other/comments |
|---|---|---|
| 35 | 14 | Especially for the conversation videos Uh both as both are mentioned. I get more stressed trying to memorize small details. Not really. Not necessarily, but does make me more prepared. Not necessarily, I guess only the areas I will be tested on (drinks parings etc.). No, small bits of info ≠ complex modernist literature. Yes, you never know what details are going to pop up on the quiz! Makes me pay attention and be more aware. Yes for the lecture videos; I read the book anyway. Yes for sure. It does tree me out if I feel like I have missed an important detail though. Not focus better on the book but yes to lecture/conversation videos. Yes, though sometimes I find the testing is on very niche details. Yes! I take lots of notes for the quiz. It helps me focus better on the text and lecture. Not the book, yes to videos. It makes me focus on the videos more. No, it makes me feel more pressured on what detail will be tested in class. No, I love reading and watching the videos. No, has no effect. Yes, it draws some common themes and key scenes. The general comprehension of all the materials is not really affected. Yes, if we didn't have the quiz I wouldn't feel pressure to do work. A bit. Yes, though some questions feel overly "trivial" or like too small a detail. Somewhat. books. Not so much the book, but definitely lecture and convo videos. Somewhat. I think so. Yes! I wish there were more transcripts because I learn better that way. I already was focused. Book yes, lecture and convo, ish. I think all three. It makes you watch the lecture videos and conversation videos. Yes, all three, mostly the lecture and conversation video. The lecture is helpful is giving more context and background information to more difficult reads. yes cause I'm encouraged to actually know the material. |
| Positive | Negative / Suggestions for Improvement | Other | Jon's comments |
|---|---|---|---|
| Not too much pressure 🙂 | Sometimes referencing specific quotes can get tricky. | ||
| Good level of testing, easy if you've read the book. | Sometimes I can't remember exact wording from the book, so perhaps more content-based questions are not ones about exact sentences. | ||
| Tests for reading comprehension well. | |||
| I like it has they key answers right after the quiz, so we can check our answer immediately. | I wish we can have all screens showing the question... sometimes I can't see it clearly. | ✅ I can put it on all screens, no problem. | |
| I think it's a good way to verify if students are actually doing the work. | Stress-inducing (a bit). | ||
| I like how short/simple they are. | Less on specifics like names, more about themeless which is really what I focus on while reading. (No cold calling.) | When I ask about names, I do try only to ask about key characters, rather than minor ones. | |
| The questions are pretty straightforward. I liked how for the Bombal quiz, you asked an open-ended question, related to theme. |
✅ Yes, I liked that, too. I should do it again. | ||
| It's helpful in understanding the book more. | Last line question might be too hard to remember. | I will point out that (almost?) always when I ask a question about a book's last line, as today in the quiz on Rodoreda, I have also specifically discussed that line in the lecture video. I also try to ensure that such questions would be easily guessable even in fact if you hadn't watched the lecture video! | |
| They are easy, but good assessments for those who don't do the work. | Could be a little more difficult/thought-provoking. | ✅ Though I agree with most of you that at present the difficult level seems to be about right. | |
| Not too difficult. | Too many negligible details. | ||
| I like that there's one question for each video and one drinks pairing and from the book. | We can have one continuous scan-torn sheet for the entire term so we don't waste so much paper. | I can look into the scan-tron idea, but I think this may be too complex / time-consuming, especially as there are always a different mix of students attending every class. | |
| Always one is on a drinks pairing, which I love. | Maybe could be a bit more in depth? But that might defeat the purpose of the quiz. | ✅ Heh. You can have drinks pairing or you can have depth! I do try to mix it up a little. | |
| I think the drinks pairing questions are fun. | There is a pattern to the quiz in some way: last word / first word; conversation video guests | ✅ Yes, I seem to have ended up with a pattern, and do try to stick to it. | |
| I like how I know one question and can "study" for it: drinks pairing / conversation guest. | Have a handout or something rather than wasting so much paper. | Wouldn't a handout use up the same amount of paper? | |
| The questions are very clear, consistent so you know what to expect. | Maybe exact-details-type questions are somewhat arbitrary, but not usually, they are usually relevant. Also somewhat paper wasteful, but I cut them small. |
||
| I like that there is a standard question about the drink / who the guest lecturer is. | For improvement, I genuinely have no notes. | ||
| I like that they're simple. | I suggest to be more on general stuff rather than detail. | I think I'm going to push back on the notion that many questions focus on details... Some perhaps, but not many. In today's quiz, for instance, that may be true of the question about hydrochloric acid, but it seems to me that is part of a shocking moment of the book that sticks in the mind. It also comes up both in the lecture and in the conversation video. | |
| Quizzes are good check-ins, mainly to see if someone read the book / put effort toward the course material. | Quizzes can cause unnecessary stress when they are just on small details and less on major themes. | ||
| Quiz made me memorize more about the books. | I wish we could double-check the questions and our answers before submitting it. Cuz I put wrong alphabet before accidentally but I actually knew the correct answer. | ||
| Encourages me to be more prepared coming to class. | Language questions even if explicitly mentioned are difficult: I don't speak any of the languages. | I should say that always when I ask a question about language or translation, as today in the quiz on Rodoreda, I have also specifically discussed that issue in the lecture video. | |
| Quiz includes details about author or of novel contextualized, which provide insight on authorial process of novel. | I find questions such as "what is this week's drinks pairing?" inconsequential. I think a quiz is a mental exercise, a recall, and using my memory to remember text is fine. Then I prefer questions about the text. | ✅ It is true that in many ways the drinks pairing questions are inconsequential... but they are also easy! | |
| It helps eliminate common confusions since it gives you two options sometimes that both seem like the right answer, but if you think harder you'll find the right one. | It could test more significant details of the text/lecture, rather than facts of lesser importance. | ||
| The quizzes are fun but also remind me to prepare for class. | I think the quiz could have a couple more questions. | ||
| They're not stressful! Yay! | It would be useful if we could double-check answers before submitting. | ✅ I'll think about this, but I also don't want the quiz to take up too much time. | |
| I like how it motivates me more to watch the videos and reflect on them. | Sometimes specific questions are difficult to remember. | ||
| All multiple choice is good. | Maybe indicate what will be tested on the quiz/content each week? Not really necessary though. | I normally only set the quiz the night before class, so this would be difficult! | |
| Pretty simple, low stakes. | Sometimes details seemed irrelevant, so I would miss it, but it would appear on quiz. | ✅ Except with the questions about drinks pairings, I do try to avoid "irrelevant" details! | |
| I liked the first week, where we got a treat for answering the question. | Can we get treats again? No more stats pls. |
Ha! OK, we'll see about more treats... As for "stats," of the 70 questions asked in the quizzes so far, exactly two have involved numbers: one was a quiz on Bombal, when I asked how many times Ana María was married. The other came today. But essentially today's question was asking: do you think that only a few people speak Catalan, a medium number, or a lot? If you said "a lot," you got the answer right. And the first part of the lecture stressed how broadly Catalan is spoken, in three different countries. |
|
| The drinks pairing questions are interesting [?]. | Some very detailed questions are a bit tricky. | ||
| Yea I think it's too detailed. | Again, I think I'm going to push back on the notion that many questions focus on details... Some perhaps, but not many. In today's quiz, for instance, that may be true of the question about hydrochloric acid, but it seems to me that is part of a shocking moment of the book that sticks in the mind. It also comes up both in the lecture and in the conversation video. | ||
| I've gotten the hang of them, and the questions are normally the same format. | |||
| Great length! | Lecture questions sometimes worry me. | ||
| Fun. | If done on phone tool (Kahoot), would be more exciting and a winner could be declared. | ✅ The original plan was to use Kahoot (which I like for the reasons given here), but in the end I feared it would be too complicated and take up too much time to use it. | |
| Asks about important parts/components. | Sometimes goes into too much detail. | See above for my thoughts on details! | |
| Good review of book. | Can sometimes be a bit too niche. | ||
| It helps to engage. Without it, I won't know there is a drinking pair section. | Some are too [much] about details. | I'd have thought that watching the lecture videos would have shown you that there's a drinks pairing for each book! 🙂 | |
| I like that we are reassured about the level. It relieves SOME stress. | This week's was harder than usual. | Yes, students found this week's harder... though even so, as always, almost everyone got 4 or 5 of the 5 questions right. | |
| I like the theme questions. I like how it draws on lectures and conversation videos, not small details like numbers. |
✅ Theme questions are difficult to construct (not least because they have to have right/wrong answers), but I certainly try to include them. | ||
| I enjoy how short they are. | I don't like when there are numbers I have to memorize. | Again, of the 70 questions asked in the quizzes so far, exactly two have involved numbers: one was a quiz on Bombal, when I asked how many times Ana María was married. The other came today. But essentially today's question was asking: do you think that only a few people speak Catalan, a medium number, or a lot? If you said "a lot," you got the answer right. And the first part of the lecture stressed how broadly Catalan is spoken, across three different countries. | |
| They're relatively unstressful. | Questions about books are fair. Details/concepts, lectures sometimes too challenging. | ||
| I like how it motivates me to stay engaged. | Though some of the questions are a bit too simple, such as who was the guest lecturer. Maybe more questions about what the guest lecturer says. | ✅ I get this, though it's tough to come up with easy right/wrong questions from the conversation videos, which tend to range over quite a wide variety of themes. | |
| They are a nice, light-hearted way to start each class. | Some questions feel overly "trivial" or like too small a detail. | ||
| Good test of understanding, also nice that they are short. | [I would like] confirmation of quiz submission and score on Canvas. | ✅ I will look into ways to confirm submission and score... it may be a bit time-consuming. At present, we notify you almost immediately (the same day at least) if we have seen any issues. So no news is good news! | |
| Simplicity/directness of it is great. | Please don't include statistics on it. | Again, on "statistics," of the 70 questions asked in the quizzes so far, exactly two have involved numbers: one was a quiz on Bombal, when I asked how many times Ana María was married. The other came today. But essentially today's question was asking: do you think that only a few people speak Catalan, a medium number, or a lot? If you said "a lot," you got the answer right. And the first part of the lecture stressed how broadly Catalan is spoken, in three different countries. | |
| Not too hard. | Maybe they are a bit easy. | ||
| I am liking the questions on the quizzes. I think that names are fair game especially when they have been mentioned many time. | Maybe no questions on the lecture that aren't on the slide/pop-up that shows on screen. Such as how man people speak Catalan--it is not something I would think to remember. | ✅ I do check what is on the slides (and also the slides for the conversation videos), to ensure that I am asking questions about themes that have been clearly flagged. On the question of how many people speak Catalan, see my thoughts about numbers above. | |
| I like the cultural questions: they make us think about time and setting. | I know you tell us whether the question stems from lecture or convo video, but making it clear on the question itself could help. | ✅ I do almost always try to indicate when the question stems from the lecture or conversation video. | |
| Good recall of the book. | People can forget parts and not recall the answer in time. | ||
| I started paying attention to the weekly drink. | Details like specific numbers are a bit hard for me. 🙁 | See above for my thoughts on numbers, which have featured in exactly two questions out of seventy so far! | |
| I like how they reinforce your memory. It makes me think about in depth. |
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| Before this week, they were good and not too tricky. | This week's quiz felt more like a test because questions were more detail oriented. | In today's quiz, it may be true that the question about hydrochloric acid was a "detail," but it seems to me that is part of a shocking moment of the book that sticks in the mind. It also comes up both in the lecture and in the conversation video. | |
| Straightforward | Maybe one kind of memorization-based question or thematic / literary symbolism thing | ||
| They're easy. | Less questions. | ||
| I like when it is large general things in the lecture, or names of characters. | Maybe don't use numbers, such as this week's, as they often get lost or are warped. | See above for my thoughts on numbers, which have featured in exactly two questions out of seventy so far! | |
| Pretty convenient [?], fast, multiple choice. | I think I would like if the quizzes had more content from the book, like events, names, setting! | ||
| I think sometimes they focus on the videos, but that's not a bad thing. | |||
| Quiz questions are usually well thought out. | It seems to be quite inconsistent, i.e. some weeks are way harder than others. | ✅ I agree that consistency is important. Today's quiz may have seemed a little harder, students did almost exactly as well as in previous weeks, with the exception that some who would normally get 5/5 got 4/5 instead. In general, so far at least, the results have been very similar over time. | |
| I like that they don't take too long and they are usually pretty straightforward if you watch the videos and read the book. | I liked the form/style before the break. Not a big fan of the analytical focus. | ||
| Makes you note all aspects of book and discussion/lecture bc. quiz asks different questions/aspects each time. | More tips on what to specifically look for / note down when reading and listening. | ✅ OK, I'll think about ways to do that... though as other students point out, the quizzes themselves establish a pattern. | |
| Quizzes are fair. | I feel like should be more book heavy. | ||
| I like the difficulty level. | Would prefer more questions on the book than video. | Ah, but we do want you to be watching (and taking notes on) the videos! |
