Beruflich Dokumente
Kultur Dokumente
History Class
Kayla M. Reneau
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
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Table of Contents
Introduction ..................................................................................................................................... 5
Hypothesis................................................................................................................................... 7
Literature Review............................................................................................................................ 7
Summary ................................................................................................................................... 11
Methodology ................................................................................................................................. 11
Research Design........................................................................................................................ 12
Results ........................................................................................................................................... 18
Findings..................................................................................................................................... 19
Discussion ................................................................................................................................. 22
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Limitations ................................................................................................................................ 24
Action Plan.................................................................................................................................... 25
Conclusion .................................................................................................................................... 26
References ..................................................................................................................................... 27
Appendix ....................................................................................................................................... 30
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Benchmark tests can be used to gage student achievement at the end of a grading period,
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
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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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
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
Hypothesis
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
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
Key Terms
Benchmark testing-short tests administered throughout the school year to give teachers
TEKS-Texas Essential Knowledge and Skills, the state of Texas required curriculum.
provides feedback to adjust ongoing teaching and learning to improve students achievement of
Summative Assessment- often high stakes test given at the end of a period of time to
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
(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
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
Exposing students to information frequently and with purpose will seemingly improve
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
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
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
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
quizzes. The end of the study included a qualitative measure as a survey was given to gain
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
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
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
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
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Table 1.
Triangulation Matrix
Data Source
Research Question 1 2 3
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
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 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 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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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
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
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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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
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
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017, June 01). Rethinking the Use of
Agarwal, P. K., Roediger, H. L., Mcdaniel, M. A., Mcdermott, K. B., & Research on
Use of Classroom Quizzes: Three Years of Evidence from the Columbia Middle School
Atabek Yigit, E., Balkan Kiyici, F., & etinkaya, G. (2014, January 01). Evaluating the Testing
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
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
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
Mok, W. S., & Chan, W. W. (2016, December 01). How Do Tests and Summary Writing Tasks
Robertson, W. L. (2010, January 01). The Impact of Various Quizzing Patterns on the Test
Roediger, H. L., Agarwal, P. K., Mcdaniel, M. A., & Mcdermott, K. B. (2011, December 01).
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Student Testing. (2016, March 09). Education Week, 35(23). Retrieved September 24, 2017,
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Appendix
Appendix A
None
Some
A lot
Disagree
Neutral
Agree
3. The quizzes that we take at the end of each chapter are helpful
to me.
Disagree
Neutral
Agree
Disagree
Neural
Agree
SUBMIT
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