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Running head: TEKS- based Quizzes to Improve Benchmark Scores

Implementation of TEKS-based Unit Quizzes to Improve Benchmark Scores in On Level U.S.

History Class

Kayla M. Reneau

University of New England

September, 15, 2017

Any correspondence regarding this paper should be addressed to kreneau@une.edu


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Abstract

The subject of this research study is the quizzing method and how using this method

could increase student achievement, particularly on benchmark exams. Students in on level U.S.

History at the high school level historically have scored low on end-of-grading period six-week

benchmark exams. TEKS (Texas Essential Knowledge and Skills)-based quizzes were

strategically placed throughout the grading period, after the conclusion of a learning unit. The

use of the quizzes was to strengthen student understanding and retention of the information in

that learning unit. Immediate feedback was given to students in the form of correct answers and

explanations for each question and answer. The number of quizzes given in one grading period

was three. 23 students in an on level U.S. History class were participants in the study. Data was

collected from the first six-week benchmark, pre-implementation of the quizzing method,

quizzes were implemented during the second six-week grading period, data was then collected

after the second six-week benchmark, post-implementation of quizzes. Data was also collected

from each of the three TEKS-based quizzes. The data showed no consistency in the scores of the

quizzes, however there was an improvement in six-week benchmark scores after the

implementation of the quizzes. The TEKS-based quizzes did prove to be helpful in student

achievement. A student opinion survey was given at the completion of the action research

implementation, which data concluded that the majority of students felt that the quizzes were

helpful in preparing them for the six-week benchmark exam.

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Table of Contents

Introduction ..................................................................................................................................... 5

Problem Statement ...................................................................................................................... 5

Research Questions ..................................................................................................................... 6

Hypothesis................................................................................................................................... 7

Literature Review............................................................................................................................ 7

Key Terms ................................................................................................................................... 8

Benchmark Testing .................................................................................................................... 8

Advantages of Testing on Information Retrieval, Learning, and Retention9

Effects of Frequently Quizzing. .............................................Error! Bookmark not defined.

Summary ................................................................................................................................... 11

Methodology ................................................................................................................................. 11

Research Design........................................................................................................................ 12

Sample Selection ....................................................................................................................... 13

Data Collection Plan ................................................................................................................. 15

Data Analysis ............................................................................................................................ 17

Results ........................................................................................................................................... 18

Findings..................................................................................................................................... 19

Discussion ................................................................................................................................. 22
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Limitations ................................................................................................................................ 24

Summary and Further Research ................................................................................................ 25

Action Plan.................................................................................................................................... 25

Conclusion .................................................................................................................................... 26

References ..................................................................................................................................... 27

Appendix ....................................................................................................................................... 30

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Implementation of TEKS-based Unit Quizzes to Improve Benchmark Scores in On Level

U.S. History Class

Benchmark tests can be used to gage student achievement at the end of a grading period,

unit of instruction, or close of a subject. Benchmarks used as formative assessments become an

invaluable tool for improving student achievement by collecting data which instructors can use

in several different ways. Data from a formative benchmark exam can be used to identify gaps in

instruction or student learning gaps, identify low achievers and who might need additional

assistance, successful students and group placements, as well as improvement over time. The

study at hand focuses on improving benchmark exams given at the end of a six-week grading by

implementing standard based intermittent quizzing which aims at strengthening student

achievement through exposure of content, immediate feedback, and encouraging motivation. The

standards for the state of Texas are called the TEKS (Texas Essential Knowledge and Skills.)

Strengthening knowledge with TEKS-based content through quizzing frequently will expectantly

improve six- week grading period benchmarks as well as building confidence in students that

will carry over to confidence for the state mandated end of course exam.

Problem Statement

Students historically are low performing on six-week grading period benchmark exams,

this is a problem that spans over each curricular area in the social studies department. The six-

week benchmark exams are used to show understanding on the TEKS taught during that grading

period. Missed TEKS objectives data are used as a tool for teachers to understand which areas
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need to be retaught. As information is reused grading period to grading period to reiterate

material missed on the previous benchmark exam it is important for teachers to carefully analyze

what the issue is so they can successfully implement the correct information in the next

benchmark test. The student population who will be used for the research are 25 eleventh grade

students ages 16 and 17 who are in an on-level U.S. History course with no special education

indicators. The first six-week benchmark exam from this school year was no different from

previous years. Out of 363 U.S. History students the average score on the first six- weeks

benchmark exam for the 2017-2018 school year is 66.73%, the average score for the 25 students

that will be examined in the research study is 69.25%. The instructor is motivated to research

how implementation of TEKS-based quizzes after each unit with immediate feedback for

students will improve student scores on benchmark testing for each six-week grading period.

Research Questions

As the researcher considered the causes for students underachieving on six-week

benchmark exams the question of comprehension surfaced. The study will consider whether

providing students with multiple TEKS-based assessment opportunities after each unit completed

will produce higher comprehension, and in turn produce higher achievement on six-week

benchmark exams. The researcher also considered that the lack of re teaching after each exam

could be detrimental to students learning as well as effect benchmark scores. The study will

examine how the use of immediate feedback from unit TEKS-based quizzes will increase

achievement levels on six-weeks benchmark testing. Finally, the researcher considered how the

students will feel about implementing the quizzing method. The researcher will analyze these s

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changes and observe their effectiveness. Quantitative and Qualitative measures will be taken to

gain insight into the questions posed by the researcher.

Hypothesis

Following 4 weeks of implementation of TEKS-based quizzes after each completed unit,

students will show improvement on the following 6 weeks grading period benchmark test.

Students will display an increase in comprehension and be able to represent this through higher

achieving benchmark test scores.

Literature Review

Benchmark testing is used as a way to identify key strengths, weaknesses, or gaps that

may be present in a classroom. Recently benchmark testing has gained a following in states that

require state mandated testing in response to No Child Left Behind (NCLB, 2002), they are

used as a way to gage students achievement and predict how they might fare on the state test

(Abrams, McMillian, and Wetzel, 2015). In this study the researcher is currently required to give

benchmark tests once every six-week grading period, the scores on benchmark tests are

historically low. For the study intermittent benchmark quizzing will be implemented frequently

in the classroom (about every two weeks) using the pen and paper method, as well as online

quizzing tools. The study results will show if frequent quizzing/testing will improve benchmark

scores for the six-week grading period. Research was done over benchmark testing, effects of

frequent quizzing, and the effects of immediate feedback, the following is accumulative review

of articles found on these topics.


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Key Terms

Benchmark testing-short tests administered throughout the school year to give teachers

immediate feedback on how students are meeting academic standards.

TEKS-Texas Essential Knowledge and Skills, the state of Texas required curriculum.

Formative Assessment-process used by teachers and students during instruction that

provides feedback to adjust ongoing teaching and learning to improve students achievement of

intended instructional outcomes (Abrams et al., 2015).

Summative Assessment- often high stakes test given at the end of a period of time to

evaluate student learning.

Benchmark Testing

Several states around the nation have moved toward implementing standardized testing

for school districts in their state, districts are held accountable for their performance, and many

state evaluation systems are beginning to hold teachers with in the schools responsible for their

students individual performance. This recent popularity of benchmark testing has been closely

associated with formative assessment, a way to gage student achievement, identify gaps, modify

whole class instruction, and a variety of other instructional adjustments (Abrams et al., 2015).

Abrams et al. suggests that a benchmark is not a formative assessment if the information from it

is not used to improve the quality of learning that is taking place in the classroom (2015).

Increasing the amount of formative assessment students are exposed to in a six-week grading

period could, when planned properly, provide a detailed prediction of student achievement, as

well as provide multiple opportunities for modification, re-teaching, and adjustments. Data
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driven instruction can be instrumental in moving student achievement forward, and along the

way pick up the added benefit of moving student standardized test scores. Although teaching to

the test is a strategy that many educators look down upon, there is some truth to the phrase. In

the state of Texas the TEKS (Texas Essential Knowledge and Skills) are the curriculum,

anything added by a district, school or teacher is considered supplemental. Students often feel

test anxiety, which only increases with a standardized test. Providing many opportunities to gage

achievement, modify instruction, provide feedback, and enhance instruction through formative

benchmark tests and quizzes will move student achievement as well as build confidence.

Abrams et al (2015), suggests that benchmark testing as a formative process must be a planned

process in which evidence is used by teachers to adjust their ongoing instructional

procedures. While implementing benchmark tests/quizzes Welsh, Eastwood, and Agostino

(2014) propose teaching with state standards while not considering content or format of state

test, teaching test-taking skills, and using example like the test format. Abrams et al. (2015)

found that teachers had positive feelings about benchmark testing and the benefits it provides

when used correctly.

Advantages of Testing on Information Retrieval, Learning, and Retention

Testing is an essential part of the learning process, in order to show understanding one

must be held accountable for the learned information. Many experience test anxiety whether the

test a small informal quiz, or as large and looming as a state mandated exam. The advantages of

testing including retrieval, basic learning of material, as well as retention seem to justify the act

of testing in the classroom. If students are more frequently exposed to tests/quizzes both formal

and informal it is possible for confidence to grow, knowledge to increase, and test anxiety to
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decrease. The retrieval of information that occurs during testing is a powerful enhancer of

learning and of retention (Butler & Roediger, 2007). The retention and retrieval are enhanced

when students are pre tested or take a practice test on the material before a final test is taken

(Adesope, Trevisan, and Sundararajan, 2017). Quizzing can be that practice test to enhance

learning, retention, and retrieval of information. Data is used to make decisions every day in the

school system, under NCLB (2002) standardized test are often the data that will be used to make

high stakes decisions (Adesope et al. 2017). Frequent quizzing between benchmark six-week

exams may lead to an effect that is beneficial for learning, retention, and retrieval. Adesope et al.

(2017) also found that including immediate feedback with tests amplified the positive effects on

long term retention. Seeing feedback immediately versus several days later prompts students to

take in that feedback instead of ignoring the results.

Effects of Frequently Quizzing

Exposing students to information frequently and with purpose will seemingly improve

achievement on benchmark exams as well as summative and standardized exams. Frequent

quizzing could prompt students to be prepared more often, study material, pay closer attention,

and improve the overall quality of their education (Waite, 2007). Quizzing is usually a smaller

amount of information and requires active processing of the target material and more

specifically requires retrieval, a process that improves retention (Agarwal, Huelser, McDaniel,

McDermott, Roediger, 2011). Quizzing especially valuable if used during a course to support

long term retention of course content (Agarwal et al., 2011) this is important for a subject with a

summative test at the end of the learning. Extended exposure to the material with quizzes both

verbal as well as linguistic may be used to improve benchmark scores and as an added bonus
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improve long term retention to serve students on the standardized summative exam. Students are

more motivated to pay attention to quiz questions knowing that the information could be on a

future exam (Agarwal et al., 2011). Agarwal et al. (2011) found that frequent quizzing indeed

did improve their populations summative exam scores. The scores only improved the more

quizzing that took place.

Summary

The literature reviewed gave confidence to the study in following similar outcome

predictions and successes. The implications of benchmark testing when used correctly as well as

frequent quizzing with immediate, relevant feedback are all positives. Providing multiple

opportunities for learning through constant exposure to information, immediate feedback, and

providing reasons for motivation has been proven to improve student test scores. Retention of

information has been proven to improve student test scores, as well as improve long term

retrieval of that information. Continuous exposure to information combined with immediate

feedback provides opportunities for students to learn, become motivated to learn, and be more

confident learners. The literature supports the importance of frequent formative assessments to

move student achievement.

Methodology

Students in the study population have historically low benchmark scores. The benchmark

that is given at the end of the six-week grading period gauges student achievement on the

objectives taught during that grading period. In order to improve student achievement on
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benchmark test the researcher considered the causes for students underachieving on six-week

benchmark exams. The study examined whether providing students with multiple TEKS- based

assessment opportunities after each unit completed will produce higher comprehension, and in

turn produce higher achievement on six-week benchmark exams. The researcher also considered

that the lack of re-teaching after each exam could be detrimental to students learning and affect

benchmark scores. The study reviewed how the use of immediate feedback from unit TEKS-

based quizzes increased achievement levels on six-weeks benchmark testing. The researcher

analyzed these small changes and observed their effectiveness. Following four weeks of

implementation of TEKS-based quizzes after each completed unit, students did show

improvement on the following six-week grading period benchmark test. Students displayed an

increase in comprehension and were able to represent this through higher achieving benchmark

test scores. This study was mostly quantitative as it dealt with data collected from benchmark

assessments, the researcher compared data pre-implementation and post-implementation of

quizzes. The end of the study included a qualitative measure as a survey was given to gain

student feedback on the quizzing method.

Research Design

TEKS-based assessments with be used for the quantitative data, a student survey will be

used for the qualitative portion of the research. The intervention will consist of a set of three

chapter quizzes implemented during the six-week grading period. Three chapters will be covered

in this period and a quiz will be given after each of the chapters. The quizzes taken out of the
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student workbooks will be used in the class, they are created from the state of Texas Essential

Knowledge and Skills (TEKS) objectives. The TEKS are also what the six-week benchmark tests

are made up of. Students will record their answers on the quiz out of their workbook as well as

on a bubble sheet that is provided by the teacher. Students will turn in their bubble sheets to the

instructor, the instructor will scan documents and data will be stored in the AWARE program

inside Eduphoria, a secure data collection and analysis program provided by the school district.

The program will show results of the quizzes, and categorize it. This program is also used to

analyze data collected by the six-week benchmark exam which will be the main data that will be

observed. Students will also record their answers directly on the quiz from their workbook,

together the students and instructor will grade the quiz, after bubble sheets are turned in. This

will be used to provide immediate feedback to students. A comparison will be made between

students first six-week benchmark scores, where no chapter quizzes were implemented, and the

second six-week benchmark scores, where the chapter quizzes were implemented. The

researcher will expect to see an improvement in the six-week benchmark exams.

Sample Selection

Researcher will be conducting a study with 25 eleventh grade high school students at

school in a suburb of Dallas/Fort Worth with a population around 12,000. The area is considered

a semi-rural area, and each school in the district is labeled Title 1 meaning a large percentage of

the population in the district are from low income families. The district receives financial

assistance provided by the Elementary and Secondary Education Act. The instructor/researcher is

in her fifth year of high school teaching in the subject of U.S. History, she has a bachelors

degree in History from an accredited university, and was alternatively certified for teaching
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through the regional educational services program. The classroom under study is made up of 25

on level U.S. History students, 11 female and 14 males, with no special education indicators, and

5 students with 504 accommodations. The sample group of students are required to enroll in U.S.

History during their junior year of high school after completing the pre-requisites of World

Geography and World History. Students enrolled in U.S. History are required to take a state

mandated end-of-course exam in May of the year they complete the course. The state mandated

test is made up of the required TEKS (Texas Essential Knowledge and Skills) for U.S. History.

The TEKS are used as the curriculum for U.S. History and are also the basis of benchmark

testing at the end of each six-weeks grading period. The goal of the school district regarding

state testing is to be able to measure improvement each year of testing. In order to prepare the

students for the end-of-course exam benchmark tests are given at the end of each grading period

(6 weeks) which test students over TEKS taught in that grading period. In the five years that the

instructor has been teaching U.S. History benchmark test scores have been low and do not seem

to correctly gage student progress and understanding. The passing rate for the state mandated end

of course exam has never been below 90% at this high school, in order to show measured

improvement that percentage must continue to increase, or levels of achievement (approaches

standard, meets standard, exceeds standard) must increase. By implementing benchmark quizzes

every two weeks during the grading period the instructor could more effectively monitor student

success on specific TEKS, could also plan for re-teaching on TEKS with which students

struggle, and also provide more concrete and specific feedback to students. The implementation

of benchmark quizzes every two weeks will improve student benchmark scores on the six-week

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grading period benchmark tests, and as a result will improve student achievement levels on the

state end of course exam.

Data Collection Plan

Out of 363 U.S. History students the average score on the first six-week benchmark exam

for the 2017-2018 school year is 66.73%, the average score for the 25 students that will be

examined in the research study is 69.25%. Data will be collected from six-week benchmark

exam from the first six-week grading period before the implementation of the quizzing method,

and the action research will examine data from six-week benchmark exams at the end of the

second six-week grading period after the implementation of the quizzing method. Percentages

will be evaluated in a side by side table style analysis. A survey will be given at the end of the

second six-week grading period to address students feelings about the quizzing method.

(Appendix A)

The data will be collected through a bubble sheet used to record quiz answers on. The

instructor will scan bubble sheets into the AWARE data collection system on the Eduphoria

program. The program will analyze student achievement percentages, weaknesses, and strengths.

Quiz data and six- week benchmark test data will be analyzed, to show student improvement

from the first six-week grading period, after implementation of the quizzing method. Students

will also be given a survey to gain perspective on their feelings about the quizzing method, if

they feel it was effective.

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Table 1.

Triangulation Matrix

Data Source

Research Question 1 2 3

1. Comprehension Quizzes Benchmark Exams

2. Feedback Immediate Grading Student Correction


on quizzes

3. Student Quizzing Method Student achievement


Opinions survey survey

The data collected in the study will be gathered through the quizzing method, using

quizzes that are TEKS- based. The knowledge gained by the students will then be applied on a

six- week benchmark exam which is also TEKS- based. The assessments are a valid way to
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collect the data and gauge student achievement. The data is highly reliable as it is mainly

quantitative and designed to accurately gage moving student achievement. Transferability of the

study is strong as it can be applied to all classroom in all grade levels. The quizzing method can

be used to grow students toward any goal.

Data Analysis

The quizzes will be given after each chapter of instruction. Students will be aware of

when the quiz will take place. Student bubble sheets will be created for the quiz using AWARE,

TEKS will be attached to quiz questions with in the AWARE program. This will allow the

researcher to analyze data based on TEKS. On the day of the quiz students will receive the

questions in paper form along with a bubble sheet record their answers. They will record answers

on both the paper quiz and the bubble sheet. Bubble sheets will be turned in when completed to

the researcher, students will keep the paper quiz. Bubble sheets will be scanned into a secure

program, AWARE inside Eduporia, where the data will be broken down into several categories.

The categories will be: approaches standard, meets standard, and exceeds standard. Based on

their score students will fall into one of the above categories. Categories will be set to 60% for

approaches standard, 70% for meets standard, and 80% and above for exceeds standards. These

categories are set at percentages similar to the six-week benchmark exams and the state of Texas

end-of-course exam. The program will also break down student achievement on the individual

TEKS, this will be used for re-teaching purposes. When using the data from the quizzing method

the researcher will code student identities with ID numbers in place of student names. The data

will be best displayed in a side by side comparison table, however a graph may be used to show

overall improvement and growth. The data compared will be six-week benchmark scores pre-
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implementation of the quizzing method and post-implementation of the quizzing method. The

qualitative data collected will be displayed in a pie chart to show student opinions.

Results
The study conducted focused on the issue of low six-week benchmark scores for on level

junior year U.S. History students. The action implemented was a series of TEKS-based quizzes

given after learning units in an attempt to assess students on the material before the benchmark,

give students immediate feedback, reinforce material prior to benchmark testing, and overall

improve benchmark scores. The first six-week benchmark scores were taken before the action

began, three quizzes were given during the action research period, and the second six-week

benchmark was given at the end. A qualitative survey was given to students, to understand their

feelings on the quizzing method, after the completion of the second six-week benchmark. The

results will be displayed in two different ways, bar graph and a pie chart. The quantitative data

will be displayed in two different bar graphs and the qualitative survey results will be displayed

in a pie chart under the findings section. The results will be interpreted in the discussion section

of this paper.

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Findings

Figure 1: TEKS- Based Quizzes Scores

Scores on TEKS Bases Quizzes


Charted in 20 point increments with 5 being 100 points
5

Quiz 1 Quiz 2 Quiz 3

Figure 1 presents the results of the students three TEKS -based quizzes designed to

prepare students for the end of grading period benchmark exam. The original number of

participants in the study was 25, two were excluded from the study due to the class being

dropped from their schedule. The TEKS- based quizzes were implemented after the first six-

week grading period. Results compiled represent the 23 student scores on the TEKS- based

quizzes given during the action research implementation period. Students were assigned a

number in no particular order. Student numbers are labeled horizontally on the graph, while their

scores are charted in twenty point increments, with five being a one hundred, vertically on the

graph. The three quizzes are colored coordinated to easily differentiate among the scores.

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Figure 2: Pre-Implementation of TEKS- Based Quizzes Benchmark Results and Post-


Implementation TEKS -Based Quizzes Benchmark Results

Pre-Implementation and Post-Implementation


Benchmark Scores
Charted in 20 point increments with 5 being 100
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Pre Implementation Benchmark 1 Post Implementation Benchmark 2

Figure 2 represents the data collected on the first six-week benchmark exam pre-

implementation of TEKS- based quizzes as well as data collected on the second six-week

benchmark exam post-implementation of TEKS- based quizzes. Each number on the horizontal

axis represents each of the 23 students observed in the study. The numbers on the vertical axis

represent scores on the benchmark exams in increments of 20 with five being a score of 100. The

pre-implementation exams are represented in blue, and the post-implementation exams are

represented in red.

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Figure 3: Quizzing Method Student Survey

Prior knowledge History is an easy


The quizzes at the I am confident on
of U.S. History class. end of each the six-week
chapter are benchmark exam
helpful due to the quizzes
Student A None Some Yes No Neutral Yes No Neutral Yes No Neutral
lot
1 X X X X

2 X X X X

3 X X X X

4 X X X X

5 X X X X

6 X X X X

7 X X X X

8 X X X X

9 X X X X

10 X X X X

11 X X X X

12 X X X X

13 X X X X

14 X X X X

15 X X X X

16 X X X X

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17 X X X X

18 X X X X

19 X X X X

20 X X X X

21 X X X X

22 X X X X

23 X X X X X

Figure 3 contains the results from the post intervention student survey. (Appendix A) The

survey was given to students after they went through the implementation portion of the action

research. The choices that were in the majority are highlighted under each question. Most

students came into the study with some prior knowledge of U.S. History. Most students remained

neutral when asked if they believe that history is an easy class. Most students answered yes when

asked if the TEKS bases quizzes were helpful , most students also answered yes when asked if

the quizzes were helpful on the end of six-week benchmark exam.

Discussion

Figure 1 shows results of the TEKS- based quizzes given between the first six-week

grading period and the second six-week grading period. Each of the three quizzes given is

represented in the graph differentiated by color. As I looked at the results of each quiz side by

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side for every student participant in the study I could not find a pattern in the results. The results

were all over the board, and seemed to not show any form of consistency. Students did not seem

to improve from quiz to quiz, however when I looked closer something important did show itself

to me. The results did show that about 52% of the student participants received a passing grade

on all three TEKS- based quizzes. This percentage is important it seems to me that if the students

are passing all three of their quizzes then the immediate feedback given after quizzes are graded

fill the gap from the missed questions. 100% of the student passed at least one of the three

quizzes, immediate feedback was provided for all three quizzes. This graph did not give me too

much hope for my hypothesis, however as I moved on with my results the outlook became

brighter.

Figure 2 shows the pre intervention benchmark exam scores compared to the post

intervention benchmark exam scores. This graph gave me confidence in the quizzing

implementation, 74% of students participating in the study made improvements from the first

six-week grading period benchmark to the second six-week grading period benchmark. The other

bit of information that I noticed when I put the data into figure 2 was that 78% of students

participating in the survey passed both their first six-week benchmark and their second six-week

benchmark exams. This showed me that the quizzing method seemed to be working. The

immediate feedback given in class for both the quizzes and for the six-week benchmark tests will

fill in any learning gaps that may be present.

Figure 3 displays the data from the post-implementation survey given to the student

participants. It was given after the implementation of the TEKS- based quizzes as well as both

benchmark exams. The results showed a clear majority in each of the answers. The question was
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asked if students came into the class with any prior knowledge of U.S. History, the majority of

students stated that they had some prior knowledge of U.S. History. When asked if they felt U.S.

History was easy for them, most of the students answered that they felt neutral about this

question. Students were then asked if they felt that the TEKS-based quizzes were helpful to

them, the majority felt that the quizzes were helpful. Last the participants were asked if the

TEKS-based quizzes helped to prepare them for the benchmark exams at the end of each grading

period, most student participants felt that the quizzes did help them prepare for the benchmark

exams. Overall conclusions from each of the data collection graphs, as well as the student

survey seem to support my hypothesis that the quizzing method did grow student achievement on

benchmark exams.

Limitations

Limitations to the study were minor, however still apparent in the study. Two students

were excluded due to their schedule changing during the action research implementation period.

Absences are always a factor in education, days dedicated for reviewing and giving feedback

were instrumental. If students were absent on these days their grade on the quizzes or even the

benchmark exam would be affected. Although it may seem trivial, you also have to take into

consideration the age group of student participants in my action research. The average age of the

students is 16. Many have extracurricular commitments as well as jobs in which they work until

10 p.m. or 11 p.m., although this is not ideal for a teenager, it is reality for some. All the above

factors limited the results of my study, however I was still pleased with the results.

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Summary and Further Research

The results of the study do support my hypothesis that the quizzing method helped

students to achieve higher scores on their end of grading period benchmark exams. Although the

results on individual quizzes did not give consistent or conclusive data, the results of the

benchmark exams pre and post-implementation definitely showed improvement of scores. It was

a confidence booster to know that student participants felt that the quizzing method was helpful

to them in achieving improvement on benchmark scores. During this process I did conclude that

changes may need to be made to gain the full benefit from the quizzing method. I may also take

into consideration limitations that could be corrected through make up reviews or extra days to

complete quizzes after returning from an absence. I also feel like more consistency throughout

the six-week grading period with the quizzes and how much time is spent on each learning unit

could boost grades on both the quizzes and benchmark exams. I would like to encourage the

other teachers on my team implement the quizzing method to see if they can replicate the results

that I found. Teachers throughout the History department can use the formula of the quizzing

method to attempt to replicate my results as well, they can give insight on improvements as well.

Action Plan
I am pleased with the overall results of the research project, however there are a few

changes that I would make. The lack of consistency of the grades on the TEKS-based quizzes

troubled me and I would like to focus in on that more in the next implementation of quizzes. I will

make sure that the students are well prepared for the quizzes and feel comfortable with all the

information that will be on the quiz. The more prepared they are for the quizzes the more

information that may retain for the six-week benchmark. Hopefully this change will increase

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student achievement even more than the first implementation of quizzes. I would also clearly

communicate that information on the TEKS-based quizzes directly correlates to the six-week

benchmark exams. I plan to share my results first with my U.S. History team in a PLC (professional

learning community) meeting that we have in January, I would like to encourage them to

implement the quizzing method in their own classrooms. I would like for them to replicate the

study and compare data to observe any improvement in student achievement on benchmark exams.

I would then like to share those results with the rest of the Social Studies department and encourage

those teachers to attempt the quizzing method as well. I feel like this method could be of benefit

to not just my department, but all other departments in the school.

Conclusion
The research study conducted was an overall success with some shortcomings that will be

rectified in the next implementation of the quizzing method. Providing students with, in a sense,

practice for the six-week benchmark exam through the TEKS-based quizzes improved their

benchmark scores and in turn improved their confidence in their knowledge of U.S. History. My

hope is with this study, and the implementation of the action, that students will improve upon

previous years STAAR test scores. The STAAR test is the state mandated test that all students

must pass before graduation. The quizzing method reinforces information learned, and the action

research study proves that it can improve student achievement on benchmark exams.

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References

Abrams, L. M., Mcmillan, J. H., & Wetzel, A. P. (2015, November 01). Implementing

Benchmark Testing for Formative Purposes: Teacher Voices about What

Works. Educational Assessment, Evaluation and Accountability, 27(4), 347-375.

Retrieved September 24, 2017, from ERIC.

Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017, June 01). Rethinking the Use of

Tests: A Meta-Analysis of Practice Testing. Review of Educational Research, 87(3), 659-

701. Retrieved September 24, 2017, from ERIC.

Agarwal, P. K., Roediger, H. L., Mcdaniel, M. A., Mcdermott, K. B., & Research on

Educational Effectiveness (SREE), S. F. (2010). Improving Student Learning through the

Use of Classroom Quizzes: Three Years of Evidence from the Columbia Middle School

Project. Society for Research on Educational Effectiveness. Retrieved September 24,

2017, from ERIC.

Atabek Yigit, E., Balkan Kiyici, F., & etinkaya, G. (2014, January 01). Evaluating the Testing

Effect in the Classroom: An Effective Way to Retrieve Learned Information. Eurasian

Journal of Educational Research, (54), 99-116. Retrieved September 24, 2017, from

ERIC.

Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated

classroom setting. European Journal of Cognitive Psychology, 19(4-5), 514-527. Doi:

10.1080/09541440701326097

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Jones, K. D., & Nelson, S. W. (2013). The myth of benchmark testing: Isomorphic practices in

Texas public school districts' use of benchmark testing (Master's thesis, Texas State

University - San Marcos). ProQuest Dissertations and Theses, 194. Retrieved September

23, 2017, from Education Database.

Mcdaniel, M. A., Agarwal, P. K., Huelser, B. J., Mcdermott, K. B., & Roediger, H. L. (2011,

May 01). Test-Enhanced Learning in a Middle School Science Classroom: The Effects of

Quiz Frequency and Placement. Journal of Educational Psychology, 103(2), 399-414.

Retrieved September 24, 2017, from ERIC.

Mok, W. S., & Chan, W. W. (2016, December 01). How Do Tests and Summary Writing Tasks

Enhance Long-Term Retention of Students with Different Levels of Test

Anxiety? Instructional Science: An International Journal of the Learning Sciences, 44(6),

567-581. Retrieved September 24, 2017, from ERIC.

No Child Left Behind [NCLB], 2002.

Robertson, W. L. (2010, January 01). The Impact of Various Quizzing Patterns on the Test

Performance of High School Economics Students (Master's thesis, ProQuest

LLC). ProQuest LLC. Retrieved September 24, 2017, from ERIC.

Roediger, H. L., Agarwal, P. K., Mcdaniel, M. A., & Mcdermott, K. B. (2011, December 01).

Test-Enhanced Learning in the Classroom: Long-Term Improvements from

Quizzing. Journal of Experimental Psychology: Applied, 17(4), 382-395. Retrieved

September 24, 2017, from ERIC.

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Student Testing. (2016, March 09). Education Week, 35(23). Retrieved September 24, 2017,

from Education Database.

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Appendix

Appendix A

Quizzing Method Survey


1. How much prior knowledge of U.S. History did you enter this
class with?

None
Some
A lot

2. I understand History and find it to be an easy class.

Disagree
Neutral
Agree

3. The quizzes that we take at the end of each chapter are helpful
to me.

Disagree
Neutral
Agree

4. I am confident about each six week exam because of the


quizzing method we use in class.

Disagree
Neural
Agree

SUBMIT

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