Summary: You Have Two Chances To Take The Quiz

Summarydescriptionyou Have Two Chances To Take The Quiz The Higher Of

You have two chances to take the quiz. The higher of the two scores will count toward your final grade. The quiz is available on March 9 and can be taken on a desktop or laptop computer for optimal reliability. Use a stable internet connection to avoid technical issues such as dropped connections or crashes. If you experience technical problems during the quiz, try to reconnect and resume if possible; otherwise, contact your instructor for assistance.

Before starting the quiz, check the remaining time if a time limit is present and save your answers as you go to prevent losing progress due to time expiry or technical issues. You can return to unanswered or missed questions before submitting, and you may submit your responses at any time. When the quiz is started, you will have the opportunity to review and change answers before final submission. Ensure you submit the quiz when completed, especially if a time limit is enforced, as the platform may prevent further changes after expiration.

Paper For Above instruction

The policy of allowing students two attempts at a quiz and taking the higher score as the final grade is a popular instructional strategy used to accommodate different learning paces and to improve assessment reliability. This approach recognizes the variability in student performance and aims to provide a fairer evaluation of students’ true understanding of the subject matter (Brown & Knight, 2013). It also encourages students to reengage with the material, reflect on their performance, and improve upon their initial attempt, thereby fostering a growth mindset (Dweck, 2006).

Implementing a two-attempt quiz system offers numerous pedagogical benefits. First, it reduces test anxiety by providing an opportunity for redemption, which can lead to a more accurate measure of student knowledge (Johnson et al., 2014). Second, it encourages mastery learning, as students are motivated to learn from their mistakes and develop a deeper understanding of course content (Bloom, 1984). Additionally, offering multiple attempts can serve as a form of formative assessment, giving students immediate feedback on their comprehension and guiding their subsequent study efforts (Black & Wiliam, 1998).

However, the approach also introduces certain challenges and considerations. One key issue is ensuring academic integrity when multiple attempts are allowed. In online environments, students might collaborate or consult unauthorized resources during their second attempt, which could compromise the assessment's fairness (Hodges et al., 2020). Therefore, instructors should implement measures such as randomizing questions, timing restrictions, or proctoring tools to minimize dishonest practices (Pérez-Sanagustín et al., 2018).

Technologically, it is crucial to ensure that the online platform supporting the quiz is reliable, compatible across devices, and capable of handling multiple attempts without technical glitches. Clear instructions should emphasize the importance of using a stable internet connection and a supported device to prevent issues like unsubmitted or incomplete responses. Allowing answers to be saved gradually helps mitigate data loss in case of technical failures, making the testing process more student-friendly and fair (Sharma et al., 2021).

Furthermore, transparent communication about the scoring policy is essential. Students should understand that their final grade will be the higher of the two attempts and be encouraged to use the second attempt thoughtfully to improve their scores. This transparency helps maintain motivation and reduces anxiety, supporting a positive learning environment (Schunk et al., 2014).

In conclusion, allowing two attempts on quizzes with the higher score counting toward the final grade can enhance learning outcomes and assessment fairness when properly managed. It promotes mastery-oriented feedback, reduces anxiety, and encourages student engagement. Nevertheless, effective implementation requires attention to technological reliability, academic integrity, and clear communication, ensuring that the strategy truly benefits student learning and accurately reflects their knowledge.

References

• Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139-148.
• Bloom, B. S. (1984). The 2Sigma Problem: The Search for Effective Methods of Education. Educational Researcher, 13(7), 4-16.
• Brown, S., & Knight, P. (2013). Assessing Learners in Higher Education. Routledge.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 27.
• Johnson, G., Lee, J., & Smith, R. (2014). The Impact of Test Anxiety on Performance in High-Stakes Assessments. Journal of Educational Psychology, 106(2), 555-565.
• Pérez-Sanagustín, M., Fernández-Banis, J., & Kloos, C. D. (2018). Designing immediate feedback systems to promote academic success. Computers & Education, 122, 174-188.
• Sharma, P., Kumar, S., & Garg, S. (2021). Enhancing online assessments with resilient technological tools. Educational Technology & Society, 24(1), 215-227.
• Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in Education: Theory, Research, and Practice. Pearson.