The extra credit exercise (ECE)—a nonpunitive pop quiz—is a useful adjunct to the traditional lecture-style course. The ECE potentially encourages class attendance, fosters preclass preparation, gives students (and instructors) feedback on their learning (and teaching) of the course material, provides students with test-type questions, perhaps reduces test anxiety, and gives students extra credit toward their final point totals. In addition, students often find ECEs a desirable feature of the course, something that is almost never true of the traditional pop quiz.
Get full access to this article
View all access options for this article.
References
1.
BellJ. T. (1997). Anonymous quizzes: An effective feedback mechanism. Chemical Engineering Education, 31, 56–57.
2.
CombsL. L. (1976). A teaching approach to physical chemistry. Journal of Research in Science Teaching, 13, 467–472.
3.
CrouseR. H.DeffenbacherJ. L.FrostG. A. (1985). Desensitization for students with different sources and experiences of test anxiety. Journal of College Student Personnel, 26, 315–318.
4.
KerkmanD. D.KellisonK. L.PiñonM. F.SchmidtD.LewisS. (1994). The quiz game: Writing and explaining questions improve quiz scores. Teaching of Psychology, 21, 104–106.
5.
MawhinneyV. T.BostowD. E.LawsD. R.BlumenfeldG. J.HopkinsB. L. (1971). A comparison of students studying: Behavior produced by daily, weekly, and three-week testing schedules. Journal of Applied Behavior Analysis, 4, 257–264.
6.
d'AppolloniaS.AbramiP. C. (1997). Navigating student ratings of instruction. American Psychologist, 52, 1198–1208.
7.
FriedrichJ. (1996). Assessing students' perceptions of psychology as a science: Validation of a self-report measure. Teaching of Psychology, 23, 6–13.
8.
MarshH. W.RocheL. A. (1997). Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52, 1187–1197.
9.
McKeachieW. J. (1997). Student ratings: The validity of use. American Psychologist, 52, 1218–1225.
10.
PerlmanB.MarxenJ. C.McFaddenS.McCannL. (1996). Applicants for a faculty position do not emphasize teaching. Teaching of Psychology, 23, 103–104.
11.
PerlmanB.McCannL. I. (1998). Students' pet peeves about teaching. Teaching of Psychology, 25, 201–203.
12.
AndersonD.RosenfeldP. (1983). Letting form follow function: A multipurpose model for undergraduate psychology conferences. Teaching of Psychology, 10, 204–206.
13.
CarsrudA. L.PalladinoJ. J.TankeE. D.AubrechtL.HuberR. J. (1984). Undergraduate psychology research conferences: Goals, policies, and procedures. Teaching of Psychology, 11, 141–145.
14.
LiptonJ. P. (1986). A successful undergraduate psychology conference: Organized through a special course. Teaching of Psychology, 13, 111–115.
15.
TryonG. S. (1985). What can our students learn from regional psychology conventions?Teaching of Psychology, 12, 227–228.
16.
ZechmeisterE. B.ReichJ. N. (1994). Teaching undergraduates about teaching undergraduates: A capstone course. Teaching of Psychology, 21, 24–28.
17.
AirasianP. W. (1994). Classroom assessment (2nd ed.). New York: McGraw-Hill.
18.
BloomB. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I. Cognitive domain.New York: McKay.
19.
CoffmanW. E. (1971). Essay examinations. In ThorndikeR. L. (Ed.), Educational measurement (pp. 271–301). Washington, DC: American Council on Education.
20.
CohenR. J. (1996). 101 exercises in psychological testing and assessment (3rd ed.). Mountain View, CA: Mayfield.
21.
CohenR. J.SwerdlikM. E. (1999). Psychological testing and assessment (4th ed.). Mountain View, CA: Mayfield.
22.
ForganH. W. (1973). Teachers don't want to be labeled. Phi Delta Kappan, 55(1), back cover.
23.
GentileJ. R. (1997). Educational psychology (2nd ed.). Dubuque, IA: Kendall/Hunt.
24.
GronlundN. E. (1985). Measurement and evaluation in teaching (5th ed.). New York: Macmillan.
25.
GronlundN. E. (1993). How to make achievement tests and assessments.Boston: Allyn & Bacon.
26.
PophamW. J. (1978). Criterion-referenced measurement.Englewood Cliffs, NJ: Prentice-Hall.
27.
SaxG. (1980). Principles of educational and psychological measurement and evaluation (2nd ed.). Belmont, CA: Wadsworth.
28.
StarchD.ElliottE. (1912). Reliability of the grading of high school work in English. School Review, 20, 442–457.
29.
StarchD.ElliottE. (1913a). Reliability of grading work in history. School Review, 21, 678–681.
30.
StarchD.ElliottE. (1913b). Reliability of grading work in mathematics. School Review, 21, 254–295.
31.
AndersonJ. R. (1995). Cognitive psychology and its implications (4th ed.). New York: Freeman.
32.
FoltzG. S.PoltrockS. E.PottsG. R. (1984). Mental comparison of size and magnitude: Size congruity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 442–453.
33.
HolyoakK. J.DumaisS. T.MoyerR. S. (1979). Semantic association effects in a mental comparison task. Memory & Cognition, 7, 303–313.
34.
KruschkeJ. K. (1996). An interactive classroom demonstration of propositional and analogical representation. Teaching of Psychology, 23, 162–165.
35.
MatlinM. W. (1998). Cognition (4th ed.). Fort Worth, TX: Harcourt Brace.
36.
McGrawK. O.TsaiW. (1993). A computer program for conducting mental rotation experiments. Teaching of Psychology, 20, 246–247.
37.
MoyerR. S. (1973). Comparing objects in memory: Evidence suggesting an internal psychophysics. Perception & Psychophysics, 13, 180–184.
38.
PaivioA. (1975). Perceptual comparisons through the mind's eye. Memory & Cognition, 3, 635–647.
39.
SharmaU.SrivastavaA. K. (1993). Type of material and mental size comparison among children. Psychologia, 36, 179–184.
ThompsonW. B.VermetteP.WisniewskiS. A. (1996, August). A dozen cooperative learning activities for the cognitive psychology course. Paper presented at the annual meeting of the American Psychological Association, Toronto, Canada.
43.
VandenbergS. G.KuseA. R. (1978). Mental rotations, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills, 47, 599–604.
44.
DuffyK. G.WongF. Y. (1996). Community psychology.Boston: Allyn & Bacon.
45.
EliasM. J. (1993). Educating undergraduate psychology students in prevention. Teaching of Psychology, 20, 137–140.
46.
HellerK.PriceR. H.ReinharzS.RigerS.WandersmanA. (1984). Psychology and community change (2nd ed.). Homewood, IL: Dorsey.
47.
KalatJ. W. (1996). Introduction to psychology (4th ed.). Pacific Grove, CA: Brooks/Cole.
48.
LevineM.PerkinsD. V. (1997). Principles of community psychology: Perspectives and applications (2nd ed.). New York: Oxford University Press.
49.
McLeanC.JohnsonJ.EblenC. (1977). Teaching community psychology to undergraduate students. Journal of Community Psychology, 5, 313–318.
50.
O'SullivanM. J. (1993). Teaching undergraduate community psychology: Integrating the classroom and the surrounding community. Teaching of Psychology, 20, 80–83.
51.
O'SullivanM. J. (1997). Undergraduate courses in community psychology: Issues, paradigms, and experience. Journal of Prevention and Intervention in Community, 15, 5–16.
52.
PriceR. H.ChernissC. (1977). Training for a new profession: Research as social action. Professional Psychology: Research and Practice, 8, 222–231.
53.
RappaportJ. (1977). Community psychology: Values, research and action.New York: Holt, Rinehart and Winston.
54.
WhiteA. M.PotgieterC. A. (1996). Teaching community psychology in postapartheid South Africa. Teaching of Psychology, 23, 82–86.
55.
BremsC.LampmanC.JohnsonM. (1995). Preparation of applications for academic positions in psychology. American Psychologist, 50, 533–537.
56.
MeyersS. A.ReidP. T.QuinaK. (1998). Ready or not, here we come: Preparing psychology graduate students for academic careers. Teaching of Psychology, 25, 124–126.
57.
RheingoldH. L. (1994). The psychologist's guide to an academic career.Washington, DC: American Psychological Association.
58.
SelbyJ. W.CalhounL. G. (1998). Mentoring programs for new faculty: Unintended consequences?Teaching of Psychology, 25, 210–211.
59.
SheehanE. P.McDevittT. M.RossH. C. (1998). Looking for a job as a psychology professor? Factors affecting applicant success. Teaching of Psychology, 25, 8–11.
60.
AllikJ. (1992). Psychology in Estonia. News From the European Federation of Professional Psychologists Associations, 6(3), 7–10.
61.
HeinleinR. A. (1961). Stranger in a strange land.New York: Putnam.
62.
HoodA. B. (1993). A Fulbright counseling psychologist in a rebellious Soviet republic. Counseling Psychologist, 21, 635–642.
63.
LotmanY. M. (1992). Izbrannyje stat'i. Tom I. Stat'i po semiotike i tipologii kul'tury [Selected papers. Vol 1. Papers on semiotics and typology of culture]. Tallinn, Estonia: Aleksandra.
64.
SommerR.SommerB. A. (1991). Teaching psychology in Estonia, USSR. Teaching of Psychology, 18, 105–107.
65.
TomuskV.TomuskA. (1993). Teaching psychology in Estonia, USSR revisited. Teaching of Psychology, 20, 175–177.
