The Monte Carlo Quiz: Encouraging Punctual Completion and Deep Processing of Assigned
Readings
Author(s): Peter S. Fernald
Source: College Teaching, Vol. 52, No. 3 (Summer, 2004), pp. 95-99
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27559190 .
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THE
CARLO
MONTE
QUIZ
OF
AND DEEPPROCESSING
PUNCTUAL
COMPLETION
ENCOURAGING
ASSIGNEDREADINGS
Peter S. Fernald
The Monte Carlo Quiz (MCQ), a single
Abstract.
item quiz, is so named because chance, with the roll of
a die, determines
the quiz is administered;
(a) whether
article, chapter, or section of the
(b) the specific
assigned reading that the quiz covers; and (c) the par
that makes
ticular question
up the quiz. The MCQ
and deep pro
both punctual completion
encourages
cessing of assigned readings and is easy to implement.
to address a wide variety of
It is readily designed
Students' quiz scores
learning objectives.
is effective.
tions suggest that the MCQ
and evalua
Monte
Carlo
Quiz
With these thoughts in mind, I devel
oped theMonte Carlo Quiz (MCQ). The
city of Monte Carlo is noted for its gam
bling casinos, and the MCQ is so named
because
chance
or
one
two
is
Common
important.
practice
When
is to postpone assigned readings until the
day or night before an exam (Burchfield
and Sappington
2000). This loaf-and
cram
which
pattern,
wishes
instructors'
at an alarming
increased
a
passing
counter
to most
expectations,
rate. At one
compliance,
reading
versity,
by
runs
and
one-time
has
uni
as measured
surprise
quiz,
decreased from more than 80 percent in
1981 to approximately 20 percent in 1997
(Burchfield and Sappington 2000). How
ever,
ly
the reading
compliance
when
enhanced
quizzes
rate
are
is great
adminis
How
University
Vol.
is a professor
S. Fernald
52/No.
of New Hampshire
of psychology
in Durham.
at the
student
reads
and
studies
also
is important. Ideally, the student studies
the
and processes
deeply
carefully
and
Such
studying
reading.
assigned
processing enhances both understanding
retention.
and
shallow
or
nificant
studying
on the
Superficial
rote
processing,
hand, typically produce
learning.
and
other
little, if any, sig
Organizing
informa
et
al.
1983)
are
memory
processes
of
subject
known
to
matter.
These findings
suggest that instructors
should encourage students to engage in
such
processing.
clearly
such.
two
or
concepts
in the chapter or
presented
when
first
you
and
underline
each,
or
ancillary
theses,
Identify
and,
define
mention
it. Then,
show how the concepts or principles in
some way(s) are both similar to and
from one another. If you
different
wish, one of the concepts or principles
may
be
selected
3. Application:
ple
from
or discussion
lecture,
tion hierarchically
(Bower 1970), ana
(Craik and Tulving
lyzing meanings
and
1975),
applying concepts (Palmere
enhance
Peter
a
as
them
principles
article
or
ideas
identifying
through
related
closely
secondary
tered randomly and periodically
out the semester (Ruscio 2001).
a
of
rolling
1.Knowledge: Describe the major thesis,
the central idea or set of ideas, in the
reading. Make certain that the thesis
you identify is primary. Also include
2. Comparison:
a student reads and studies
the
is,
(that
die) is an important feature of the quiz.
Before
the semester begins, I prepare
several quiz items such as the following:
in
chapter
define or describe
how
it applies
in this
reading,
course.
a concept
or princi
or article,
clearly
Select
the
another
it, and then indicate
to you
or
someone
you
know. Provide sufficient details to justi
that the concept or
fy convincingly
indeed
applies as you suggest.
principle
4. Critique: Write
on
some
aspect
a critical perspective
of
the
chapter
or
arti
95
3
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All use subject to JSTOR Terms and Conditions
that prompts you to
ele, citing evidence
or disagree
agree
with
per
that a critique may
spective. Note
or
negative,
positive,
the author's
some
be
combina
tion of both. Your evidence may be
based on (1) personal experience,
(2)
observations
of others, (3) reports of
others, (4) scientific findings, or (5)
logic. When
citing evidence,
identify
the type(s) of evidence you are using.
5. Passion:
Citing page number(s),
a
verbatim
tion,
confusion,
fear,
the
frustra
sadness,
anger,
pleasure,
of
quote
passage
excitement,
response:
nation
brief
in you some type of emo
that elicits
tional
or
statement
surprise,
some
delight,
combi
or what
aforementioned,
ever. Then identify your emotional
that
response, describe the meaning(s)
the
statement
and
provide
for
your
has
passage
or possible
actual
Choice:
you,
reasons
five
any of the
Answer
questions.
Items 1 to 4 are based on learning
(1956).
objectives described by Bloom
Item 5 is included to enhance students'
in the assigned
emotional
engagement
each
class
a student
meeting
nomi
nated by the class rolls the die up to three
times.
category
system:
E (excellent): Demonstrating sound under
standing of the selected concept(s), the
answer
stated
is clearly
cent. In only one instance did the graders
disagree by more than one grade level.
accurate.
and
Method
G (good): The answer ismostly or essen
or
correct
but
tially
incomplete
as
illustrated
the
by
unclearly stated,
following examples: a secondary thesis
is not identified (question 1); a concept
is not clearly defined or a similarity is
or not identified
either
inaccurate
During the fall 2001 and spring 2002
in two
semesters, I evaluated the MCQ
and Externship. The
courses, Counseling
(question 2); an example does not pre
cisely fit the concept (question 3); type
of evidence
is not clearly identified
an
emotional response is
(question 4);
not
but
implicit
clearly specified or the
is not
page reference
or
verbatim
hours.
(question 5).
S (satisfactory): The answer is incorrect,
some familiarity
yet it demonstrates
with and understanding of some por
tion of the assigned reading.
deep
On
indicates
the
"no
first
roll,
quiz"
and
an
an
odd
number
even
number
dictates that a quiz will be administered.
The second roll of the die determines the
The grades of E, C, S, and U are equiv
to
respective
percentile
TABLE 1. Means
of
grades
and Standard
particular
question
Instructions
as follows:
included
to be
in the syllabus
are
or may not be administered
at
quiz may
or not a quiz is
each class meeting.
Whether
on
or article
the chapter
administered,
which
and the particular
the quiz
is based
answered
will
be
typically
(that is, roll of the
die) and occasionally
by decree
(my deci
sion). The quiz is not open book. Therefore,
not refer directly
to the assigned
you may
to
However,
you may
reading.
bring notes
class
and
Limit
quiz.
or no more
tion
5, be
by
chance
to
refer
while
taking
to one
the
your
paragraph
sentences.
than eight
For ques
sure to include
a
in your notes
quotation
with
page
I spend
one
or
commenting
them
answers
on,
and
minutes
grading
assessed
Deviations
of Students'
Ratings
Externships
1. The MCQ
2. My
ability
was
readings
3. If I had
reading,
each
me
motivated
on
to complete
5.35
time.
to contribute
stu
using
of the MCQ
Counseling
SD
M
.85
4.76
.84
1.28
4.19
.86
.76
4.82
1.47
SD
the assigned
to discussions
enhanced
to choose
by
between
of
the MCQ.
the MCQ
the assigned
4.69
a quiz
and
taking
at every class meeting,
I would
choose
the MCQ.
in this questionnaire,
4. As employed
the acronym MCQ
2.02
refers to multiple-choice
questionnaire.
on
5. I took notes
6.
I recommend
of
the assigned
that the MCQ
readings.
be used
the course.
times
am disappointed
there will be no quiz.
of being
asked five
possibility
encouraged
Note:
Ratings
1.67
5.37
in future
me
to read carefully
chapters/papers.
were made
1.33
.77
.93
4.87
.94
.84
4.26
1.20
1.43
2.82
1.77
3.96
1.23
offerings
to take a quiz, I some
prepared
the roll of the die
when
to class
2.11
indicates
8. The
5.72
5.48
I come
7. When
assigned
numbers.
two
were
processing
ItemM
readings
to be
count
the quizzes
answered.
A
question
determined
on
Performance
particular assigned reading (for example,
chapter or article). The third roll indicates
the
psy
upper-level
dent quiz grades. The statistical index for
punctual completion was the percentage
of quiz answers receiving grades of E, G,
or S; the index for deep processing was
the percentage receiving the grade of E.
The questionnaire included eight rating
items (table 1). For each item, students
circled one of six numbers (ratings) rang
ing from 1 (very strongly disagree) to 6
U (unsatisfactory): The answer is incorrect
and demonstrates no familiarity with or
understanding of the assigned reading.
alent
included
ed for 25 percent of the final grade in
Counseling and 10 percent in Externship.
I
At the end of the spring semester,
a questionnaire
in both
administered
courses (Counseling, N = \6; Externship,
N = 11).
of reading and
Punctual completion
no
has
courses
two
chology majors (70 percent women and
30 percent men) at the University of New
for three
and met weekly
Hampshire
A (absent): Student was absent from class.
readings.
At
experimenting with several grading
systems, I settled on the following four
quotation
for
response.
6. Student's
above
or
95, 85, 75, and 65. Intergrader reliability
(agreement between two graders), based
on fifty quiz answers (ten answers for
each of the five questions), was 78 per
After
on 6-point
different
and
questions
take notes on the
4.62
scales
1.03
=
( 1 very strongly
disagree,
6 = very strongly
agree).
answer.
96
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COLLEGETEACHING
(very strongly agree). Students indicated
their reasons for their ratings in a space
provided immediately below each item.
Item 4 was included to detect possible
bias.
response
positive
Table
2 contains
answers
quiz
from
answers
meeting
for
the frequencies
each
receiving
absence
class.
The
I consider here five topics relevant to
the MCQ:
learning
empirical findings,
implementation,
objectives and memory,
adjustments in teaching and learning, and
assigned
of
for punctual
were
95.8
and
assigned
respectively.
Table 1 shows means and standard devi
ations for students' ratings of the MCQ.
(3.5)
Ratings higher than the midpoint
suggest favorable attitudes. Except for
item 4, the control item, and item 7, which
concerns disappointment when no quiz
was
given,
the average
was
above
3.5.1
for each
rating
examined
ratings
are
quizzes
administered
item
no MCQ,
ing
and
are
there
no
relevant
G = good,
grades
G
or
rote
than
one
However,
cessing.
would
some
foster
The
cessing.
reasonably
information
8 211
19
A = absent
from class.
with
in my
head.
one
all of the assigned
though
only
quiz, I completed
notes on them, and was always
for a quiz.
prepared
sure everyone
to make
is a great way
does the assigned
The MCQ
I liked the MCQ.
It forced me to do the reading,
yet occasionally
from taking a quiz.
The
of having
reading with
process
required
a quiz
or not was
understanding.
unique
and
a
for
and
quiz
3
was
there
none
is shown in table 3.
and Memory
smart.
readings,
reading.
it provided
It ensured
that we
to
known
types of processing
are
retention
information
enhances
to
rele
two
from one
to grapple
students
Information
meanings.
are
concepts
pro
of
the analysis
that involves
and
enhances memory
(Craik
Tulving 1975). The application question
that
the use of examples
promotes
et
al.
enhance memory
1983).
(Palmere
cessing
meanings
to
students
Requiring
elaborate
condi
tions prompting them to agree or disagree
with the author, the critique question
took
involves
some
already
mentioned:
a break
did
requires
question
to and different
it encourages
precise
(Bower
memory
how
show
similar
the
of meanings,
ration
improves
Vol. 52/No.
yet
encourages
processing.
prepared
both
in the reading.
I would
the MCQ
have fallen behind
The MCQ
and critical
encouraged
reading,
note-taking,
thinking.
nature of the MCQ
to do the reading.
The random
motivation
provided
always
There
for taking a quiz, which
insured
that I did the reading.
always was a chance
Yet sometimes
there was no quiz, which,
it was random,
gave me a feeling
although
of control.
had
pro
vant for each quiz question included in
the study. The knowledge
question
students to identify primary
encourages
and secondary ideas. Such hierarchical
Without
we
deep
suggestive,
Students preferred theMCQ to quizzes
administered at every class meeting (item
3); they were not disappointed when they
another;
Even
might
of
are
that the MCQ
inconclusive,
enhance
the MCQ
stuck
processing.
measure
data
Different
U = unsatisfactory,
The MCQ
into the class.
put excitement
I liked the MCQ.
It insured that what
I read
something
expect that the task of preparing notes that
adequately address the five quiz questions
students
about
a perfor
E,
of
superficial
1970). The comparison
Statements
of
grade
The students indicated that they took
notes on (item 5) and carefully read (item
9) the assigned readings. By themselves,
these activities do not constitute deep pro
organization
TABLE 3. Selected
than
quiz
suggestive
Learning Objectives
45 70 17
11
10
38 68 12
4
51 22
2
805 51
34
35
S = satisfactory,
a
level
more
of
percent)
received
mance
more
students'
However,
processing.
(59.8
comments
ATotalU
S
deep
(item 7); and they strongly recommended
that I include the MCQ in future course
offerings (item 6). Nearly all of the stu
dents' written comments about the MCQ
were positive. A selected sample of their
of Quiz Grades
33
35
11
36
Total
115
E = excellent,
most
compares
(Burchfield and Sappington 2000). It also
is consistent with the observation that stu
dents motivated
by randomly adminis
tered quizzes complete assigned readings
at impressive rates (Ruscio 2001).
I did not include a control group receiv
Quiz
Note:
no
when
provid
E Course
Counseling'01
Counseling'02
Externship'01
Externship'02
the prescribed
outcome
favorably with the 20 percent compliance
rate for completing
readings
assigned
ed by students who did not give a rating of
1 for item 4, and I did not observe positive
response bias for any of these students.
TABLE 2. Frequencies
for
readings
This
dates.
on
half
answers
Empirical Findings
As indicated by the high percentage
(95.8 percent) of quiz answers receiving a
grade of S or higher, as well as the ratings
on item 1, students completed most of the
and
grade
percentage
the criteria
ity and deep processing
59.8,
baseline
design and flexibility.
Results
of
data for deep processing
reading in college courses. It is
the
therefore, to determine
impossible,
absolute level of the effects of the MCQ
Discussion
measure
of
with
examples.
both
comprehension
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principle
analysis
organization,
self-referencing,
97
each
and
elabo
Elaboration
and memo
and Anderson
ry (Bradshaw
question
passion
and
requires
involves
enhance
memory
1977).
the
retention
versus
on massed
Future
assess
directly
processing.
at
the
second
class
I
meeting
announce that I will administer a quiz,
that the quiz will consist of question 5
(passion), and that the die will be rolled
only to determine the reading on which
the quiz is based. Once the students have
completed their answers, I inform them
that the quiz was only for practice. I then
invite
them
class.
Most
to
read
answers
their
students
seems
so.
do
to enhance
their
to
the
Sharing
ease with
both theMCQ and one another.
At the third class meeting, I repeat the
procedure,
I have
that
except
students
answer question 2 (comparison), which I
is the most challenging of the five
believe
are
students
some
With
questions.
assistance
to grade
able
from
me,
their
accurately
quiz performance and both identify and
understand any difficulties
they experi
enced
in answering
the
the MCQ
menting
off to a favorable
Even
ever,
with
one
students
the MCQ.
student
wrote,
gets
practice
most
"I
students
theMCQ.
her
was
rote. When
an
answer
it
to
the
not
having
I encour
time.
enough
toward
note-taking
and
toward
concepts
notes (for example, verbatim quotations)
that would assist her in answering not
only question 5 (passion) but also one or
to my
the other
and
Her
questions.
relief.
The
difficulty
her quiz answer,
spent
a
lot of
time
reading and taking notes. I still do poorly.
I believe,
taking.
gestions
I imag
surprise,
the
sug
she
case,
Thereafter,
suggestions.
fol
spend
ing less time and effort reading and taking
two
only
of
pages
she
notes,
well on the quizzes. Coaching
is helpful for many students.
Adjustments
performed
of this sort
stated
from
With
ing
1997; Zachry
to
However,
and
activities
problem-solving
students
take
they
engage
in more
fewer
replac
notes.
discussions
and
coll?gial
has
atmosphere.
a more
to
interactive
Students
two
and cognitive
analysis
From
psychology.
para
learning
major
digms, behavioral
behavioral
analysis,
the MCQ borrows the principle of rein
forcement (Skinner 1953). A high quiz
on
is contingent
grade
careful
reading,
students'
studying,
and
note-taking,
punctual
question-driven
other
activities.
learning
in the section on memory and
learning objectives, principles from cog
are
psychology
The
cessing.
but one
five
set
of
for
useful
types of
ing particular
promot
information
questions
pro
are
presented
Other
questions.
learning
and information processing objectives can
be addressed through other questions.
An instructor willing to take the time
and
can
effort
a
create
question
designed
a particular form of reflective
to each assigned read
relevant
thinking
of my
One
course.
moves
colleagues
Students
infor
answers
type
for
all five
questions. On the day of the quiz, the roll
of the die determines which answer stu
will
for
submit
er form the MCQ
an
with
dents
ing
on
Whatev
evaluation.
takes, it provides
structure
ongoing
stu
and
for thinking about and reflect
guidelines
the assigned
readings.
The
advan
tages of such guidelines are well docu
mented (Ausubel 1960; Corkill 1992).
also can be used with
The MCQ
asks
struggle with the complexity of themateri
classroom
and Flexibility
are
more engaged with both the subject matter
an MCQ
includes
week,
ask more
thinking,
questions,
a greater
demonstrate
willingness
reflective
al. The
that
activities
to reading.
Anoth
unrelated
assignments
er of my
who
his stu
colleagues,
requires
a public
to attend
dents
lecture
every
1985).
lectures,
classroom
lecture.
The MCQ is not a singular technique.
Rather, it is a set of principles taken from
dents
process
lecturing
and implementing
classroom
designing
activities that promote reflective thinking
and problem
such
solving. Designing
activities
requires
teaching
ingenuity
unlike that required to prepare and deliver
a lecture (Giordano and Hammer
1999;
Meyers
the
Design
ing.
information
otherwise,
the various
mation processing beyond note-taking to
formal writing in her child development
in Teaching and Learning
to encouraging
ing or,
in
to elicit
With continued use of theMCQ, I expe
rienced a gradual and profound evolution
inmy teaching from transmitting informa
tion
of
replace
nitive
information
deeper
Whatever
my
that my
course,
encouraged
processing.
lowed
of
require
guidance
As outlined
reaction
to be one of
seemed
suggestions
students
and
encouragement,
psychology's
and principles of particular interest to her,
and I suggested that she take full advan
tage of this opportunity. Lastly, I suggest
ed that for some readings she might take
of
Some
the five
answering
efforts
note-taking
another.
adjusting to this new learning environment
(Hart?n et al. 2002). Informing them about
the different types and levels of informa
tion processing helps them understand the
rationale for theMCQ and take full advan
tage
questions. I pointed out that questions 2
through 5 permitted (and even encour
aged) her to direct her reading, studying,
and
how
quizzes,
experience
Below
Imple
the two practice
start with
two
after
some
question.
with
I discovered,
quizzes,
How
detailed.
one
and
support,
ine, had to do with her belief that I was
telling her to be less thorough in her note
Students
initially are quite anxious
about the MCQ. To ease them into the
procedure,
and
note-taking
to write
notes
student's
chance-determined
question, she did not
know where to begin, and she complained
surprise
Implementation
answers
time
more
levels of
the types and
the
aged her to take fewer notes and to direct
should
studies
was
about
1996).
distrib
uted practice suggests
that knowledge
acquired over many small regular study
intervals (for example, weekly quizzes) is
retained more readily than knowledge
acquired in one study interval (such as for
a final exam only) or a few very large
intervals (Dempster 1988; Glenberg 1992;
1996).
Leeming 2002; Payne andWenger
The MCQ clearly incorporates proven
of
principles
cognitive
processing.
support for MCQ-prompted
Empirical
deep processing, however, has yet to be
demonstrated.
her
ever,
of
required by
and Shakesby
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