{"id":1851,"date":"2023-10-05T13:44:00","date_gmt":"2023-10-05T13:44:00","guid":{"rendered":"https:\/\/www.osmosis.org\/blog\/?p=1851"},"modified":"2025-10-14T15:25:20","modified_gmt":"2025-10-14T23:25:20","slug":"the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan","status":"publish","type":"post","link":"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan","title":{"rendered":"The Power of Quizzing: Benefits, Challenges, and How to Implement a Plan"},"content":{"rendered":"<div id=\"ez-toc-container\" class=\"ez-toc-v2_0_80 ez-toc-wrap-center counter-hierarchy ez-toc-counter ez-toc-custom ez-toc-container-direction\">\n<div class=\"ez-toc-title-container\">\n<p class=\"ez-toc-title\" style=\"cursor:inherit\">In This Article<\/p>\n<span class=\"ez-toc-title-toggle\"><a href=\"#\" class=\"ez-toc-pull-right ez-toc-btn ez-toc-btn-xs ez-toc-btn-default ez-toc-toggle\" aria-label=\"Toggle Table of Content\"><span class=\"ez-toc-js-icon-con\"><span class=\"\"><span class=\"eztoc-hide\" style=\"display:none;\">Toggle<\/span><span class=\"ez-toc-icon-toggle-span\"><svg style=\"fill: #999;color:#999\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" class=\"list-377408\" width=\"20px\" height=\"20px\" viewBox=\"0 0 24 24\" fill=\"none\"><path d=\"M6 6H4v2h2V6zm14 0H8v2h12V6zM4 11h2v2H4v-2zm16 0H8v2h12v-2zM4 16h2v2H4v-2zm16 0H8v2h12v-2z\" fill=\"currentColor\"><\/path><\/svg><svg style=\"fill: #999;color:#999\" class=\"arrow-unsorted-368013\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" width=\"10px\" height=\"10px\" viewBox=\"0 0 24 24\" version=\"1.2\" baseProfile=\"tiny\"><path d=\"M18.2 9.3l-6.2-6.3-6.2 6.3c-.2.2-.3.4-.3.7s.1.5.3.7c.2.2.4.3.7.3h11c.3 0 .5-.1.7-.3.2-.2.3-.5.3-.7s-.1-.5-.3-.7zM5.8 14.7l6.2 6.3 6.2-6.3c.2-.2.3-.5.3-.7s-.1-.5-.3-.7c-.2-.2-.4-.3-.7-.3h-11c-.3 0-.5.1-.7.3-.2.2-.3.5-.3.7s.1.5.3.7z\"\/><\/svg><\/span><\/span><\/span><\/a><\/span><\/div>\n<nav><ul class='ez-toc-list ez-toc-list-level-1 ' ><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-1\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Benefits_of_Quizzing\" >Benefits of Quizzing<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-2\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Overcoming_Quizzing_Challenges\" >Overcoming Quizzing Challenges&nbsp;<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-3\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Addressing_Test_Anxiety\" >Addressing Test Anxiety<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-4\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Balancing_Formative_and_Summative_Assessment\" >Balancing Formative and Summative Assessment<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-5\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Ensuring_Fair_and_Unbiased_Assessment\" >Ensuring Fair and Unbiased Assessment<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-6\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Implementing_Quizzes_Effectively\" >Implementing Quizzes Effectively&nbsp;<\/a><ul class='ez-toc-list-level-3' ><li class='ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-7\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Designing_Assessment_Tools\" >Designing Assessment Tools<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-8\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#The_Importance_of_Feedback\" >The Importance of Feedback<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-9\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Encouraging_Self-assessment\" >Encouraging Self-assessment<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-10\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Integrating_Quizzes_into_the_Curriculum\" >Integrating Quizzes into the Curriculum<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-11\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Strategies_for_Regular_Assessment\" >Strategies for Regular Assessment<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-12\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Considerations_for_Online_and_Remote_Learning\" >Considerations for Online and Remote Learning<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-3'><a class=\"ez-toc-link ez-toc-heading-13\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Using_Technology_for_Quizzing\" >Using Technology for Quizzing<\/a><\/li><\/ul><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-14\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Why_Quizzing_Matters_in_Health_Education\" >Why Quizzing Matters in Health Education<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-15\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#Key_Takeaways\" >Key Takeaways<\/a><\/li><li class='ez-toc-page-1 ez-toc-heading-level-2'><a class=\"ez-toc-link ez-toc-heading-16\" href=\"https:\/\/www.osmosis.org\/blog\/the-power-of-quizzing-benefits-challenges-and-how-to-implement-a-plan\/#References_Resources\" >References &amp; Resources<\/a><\/li><\/ul><\/nav><\/div>\n\n<p class=\"wp-block-paragraph\"><em><em>In today&#8217;s Osmosis by Elsevier blog, d<\/em>iscover the power of quizzing to boost retention, identify knowledge gaps, and enhance learning engagement in healthcare education.<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The <strong>curriculum <\/strong>for health care students is usually rigorous, time-consuming, and stretches the brain&#8217;s memory capacity. So, how do you keep students <strong>engaged <\/strong>and <strong>actively participating<\/strong> in their learning? There\u2019s a powerful tool educators and students frequently use to improve learning outcomes: <strong>quizzing<\/strong>.\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Whether <strong>educators <\/strong>provide the quizzes or students quiz themselves, several <strong>benefits <\/strong>arise, including <strong>improved retention <\/strong>and <strong>identifying knowledge gaps<\/strong>. Let\u2019s examine these benefits more in-depth, as well as the challenges that may arise with quizzing and <strong>how to implement quizzing<\/strong> effectively.\u00a0<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Benefits_of_Quizzing\"><\/span>Benefits of Quizzing<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The power of quizzes lies in the <strong>low-stakes <\/strong>or <strong>no-stakes<\/strong> definition of the activity. Compared to <strong>tests<\/strong>, which usually result in an impactful <strong>final assessment of learning,<\/strong> quizzes offer health care students the opportunity to <strong>practice their skills and knowledge without fear of failure.<\/strong>\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Another benefit of quizzing is <strong>improved knowledge and retention<\/strong>, also called the\u00a0<a href=\"https:\/\/journals.sagepub.com\/doi\/10.1111\/j.1467-9280.2006.01693.x\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>testing effect<\/strong><\/a>. When students partake in quizzing activities, they <strong>learn actively<\/strong> instead of passively (e.g., rereading the material). Actively engaging with the material <strong>increases the chances of recalling the information<\/strong> when needed later on, shifting <strong>short-term memory to long-term memory <\/strong>capabilities. <strong><a href=\"https:\/\/pcl.sitehost.iu.edu\/rgoldsto\/courses\/dunloskyimprovinglearning.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Research<\/a>\u00a0<\/strong>shows students can <strong>retrieve material tested<\/strong> before the final assessment <strong>better than those not tested at all<\/strong>.\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Quizzing also helps students determine <strong>knowledge gaps<\/strong> and identify areas that require further study. This skill is called <strong>metacognitive monitoring<\/strong>. Regular quizzing opportunities boost <strong>metacognitive monitoring abilities<\/strong> and help students discover what knowledge they\u2019re confident and less confident in understanding. Students are also able to <strong>apply knowledge to new contexts<\/strong> better.\u00a0<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Overcoming_Quizzing_Challenges\"><\/span>Overcoming Quizzing Challenges&nbsp;<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">As with any <strong>educational tool<\/strong>, there are challenges educators must consider and work to overcome in terms of quizzing.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Addressing_Test_Anxiety\"><\/span>Addressing Test Anxiety<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Most students are trained to think all forms of tests or quizzes are for <strong>assessing learning<\/strong> because this is the typical role throughout all education. As you can guess, high-stakes assessments can cause students to have test anxiety, making it even harder to <strong>recall information<\/strong> or <strong>complete a practice assessment<\/strong>.\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">When you provide quizzes, let your students know the <strong>low stakes<\/strong> involved in the activity. Help them view <strong>quizzes as a learning opportunity<\/strong>, and this will help them better frame the activity in their minds. According to a recent\u00a0<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s10648-023-09801-w#citeas\" target=\"_blank\" rel=\"noreferrer noopener\">study<\/a>, <strong>quizzing can help reduce test anxiety<\/strong> for students, which supports the recommendation for educators to incorporate them into the curriculum.\u00a0<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Balancing_Formative_and_Summative_Assessment\"><\/span>Balancing Formative and Summative Assessment<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Formative assessments<\/strong> typically carry no grade and are low stakes. On the other hand, <strong>summative assessments<\/strong> evaluate students\u2019 learning and compare it against a standard or benchmark, typically in the form of an <strong>impactful grade.<\/strong> As with all education, there needs to be a balance of both types for students.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Since <strong>quizzing is a type of formative assessment,<\/strong> the activity can seem fruitless or trivial in the grand scheme of learning for students. As a result, they may <strong>feel discouraged <\/strong>or <strong>not fully engaged <\/strong>when quizzing is offered or suggested. If this happens, you can <strong>remind students<\/strong> that <strong>participating in quizzing will strengthen their knowledge and skills<\/strong> for the summative assessments.\u00a0<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Ensuring_Fair_and_Unbiased_Assessment\"><\/span>Ensuring Fair and Unbiased Assessment<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Suzane Lane\u2019s study,\u00a0<a href=\"https:\/\/edpolicy.stanford.edu\/sites\/default\/files\/publications\/performance-assessment-state-art_1.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Performance Assessment: The State of the Art<\/a>, highlights the need to <strong>ensure fair and unbiased assessment,<\/strong> especially when grades are involved. Her research found <strong>performance assessment<\/strong> can be impacted by various <strong>cultural, ethnic, and linguistic backgrounds<\/strong> of students.\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For example, ELL students may have more difficulty <strong>writing out essay answers<\/strong> or <strong>reading long paragraphs of text<\/strong>, so Lane suggests that \u201clinguistic demands on items can be simplified to help ensure that ELLs are able to access the task as well as other students.\u201d This ensures ELL students aren\u2019t given <strong>unbiased assessments <\/strong>simply due to their first language capabilities. Overall, health educators should <strong>develop, administer, and refine assessments<\/strong> with the <strong>entire class<\/strong> in mind.<\/p>\n\n\n\n<figure class=\"wp-block-image alignleft size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"562\" height=\"622\" src=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2023\/10\/timed-quiz.png\" alt=\"An illustration of a timed quiz.\" class=\"wp-image-8604\" style=\"width:315px;height:auto\" srcset=\"https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2023\/10\/timed-quiz.png 562w, https:\/\/www.osmosis.org\/blog\/wp-content\/uploads\/sites\/2\/2023\/10\/timed-quiz.png?resize=271,300 271w\" sizes=\"auto, (max-width: 562px) 100vw, 562px\" \/><\/figure>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Implementing_Quizzes_Effectively\"><\/span>Implementing Quizzes Effectively&nbsp;<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">There are numerous ways educators can <strong>implement quizzes effectively<\/strong> so students can better their learning opportunities. The following list will help guide your quizzing efforts:\u00a0<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Designing_Assessment_Tools\"><\/span>Designing Assessment Tools<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">The flexibility of quizzing is a plus for educators and students alike. Types of quiz questions range from <strong>multiple-choice, short answer, <\/strong>and <strong>essay<\/strong>. The form can be as simple as students writing out note cards and <strong>quizzing themselves<\/strong> with them. Whichever <strong>design assessment tool<\/strong> you choose, ensure <strong>clear learning objectives<\/strong> are set for the task, and the students <strong>actively engage<\/strong> with the material.\u00a0<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"The_Importance_of_Feedback\"><\/span>The Importance of Feedback<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><a href=\"https:\/\/pcl.sitehost.iu.edu\/rgoldsto\/courses\/dunloskyimprovinglearning.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Research<\/a>\u00a0<\/strong>shows <strong>feedback is critical<\/strong> to getting the full <strong>value from quizzing<\/strong>, especially for <strong>wrong answers<\/strong>. Feedback is helpful for students to <strong>understand the knowledge areas<\/strong> they need to work on and to <strong>create a plan<\/strong> to work on it further. It doesn\u2019t have to be given immediately after a quiz, just as long as it\u2019s given.\u00a0<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Encouraging_Self-assessment\"><\/span>Encouraging Self-assessment<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Quizzing shouldn\u2019t strictly be an assessment educators give to students. <strong>Self-assessment should be encouraged<\/strong> in the form of students <strong>quizzing themselves<\/strong> at home or quizzing each other. The more students realize the <strong>power quizzing has on their learning<\/strong>, the better they\u2019ll be at\u00a0<a href=\"https:\/\/www.osmosis.org\/blog\/2023\/01\/30\/how-to-encourage-selfdirected-learning-to-increase-learning-outcomes\"><strong>self-directed learning<\/strong><\/a>\u00a0for future topics.\u00a0<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Integrating_Quizzes_into_the_Curriculum\"><\/span>Integrating Quizzes into the Curriculum<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Help your students prepare for better learning with <strong>integrated quizzes<\/strong> in the curriculum. These quizzes should <strong>align with course objectives<\/strong> and be <strong>outlined and stated in the syllabus<\/strong>.\u00a0<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Strategies_for_Regular_Assessment\"><\/span>Strategies for Regular Assessment<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">When educators inform students that <strong>regular assessment impacts long-term learning capabilities<\/strong>, students are <strong>more likely to use quizzing<\/strong> to improve learning. The article,\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/02602930600679050?needAccess=true\" target=\"_blank\" rel=\"noreferrer noopener\">Aligning Assessment With Long-Term Learning<\/a>, argues that \u201c<strong>short\u2010term focus<\/strong> must be balanced against a longer\u2010term emphasis for <strong>learning\u2010oriented assessment<\/strong> to <strong>foster future learning<\/strong> after graduation.\u201d Therefore, <strong>regular assessment is critical<\/strong> not only for students to succeed in <strong>school <\/strong>but also in the <strong>workplace<\/strong>.\u00a0<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Considerations_for_Online_and_Remote_Learning\"><\/span>Considerations for Online and Remote Learning<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Quizzing can be <strong>as effective<\/strong> for <strong>online <\/strong>and <strong>remote learning<\/strong> <strong>as in-person learning<\/strong>. However, since it\u2019s tempting for students to get together and take quizzes simultaneously or share answers, it\u2019s crucial for <strong>assessment integrity<\/strong> to be top of mind.\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">According to\u00a0<a href=\"https:\/\/www.facultyfocus.com\/articles\/educational-assessment\/fourteen-simple-strategies-to-reduce-cheating-on-online-examinations\/\" target=\"_blank\" rel=\"noreferrer noopener\">Faculty Focus<\/a>, educators can ensure <strong>quiz integrity <\/strong>for online and remote learning by <strong>delaying score availability, changing the order of questions for students, requiring students to answer one question at a time without backtracking, <\/strong>and <strong>using varied question types. <\/strong>These restrictions should help students be less tempted to cheat, which, in the end, only hurts their learning.\u00a0<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Using_Technology_for_Quizzing\"><\/span>Using Technology for Quizzing<span class=\"ez-toc-section-end\"><\/span><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Thanks to technological advancements, quizzing doesn\u2019t have to be strictly done with paper and pencil. <strong>Online resources<\/strong> allow educators and students to <strong>assess knowledge<\/strong> with helpful feedback. For instance, Osmosis by Elsevier\u00a0<a href=\"https:\/\/www.osmosis.org\/blog\/2023\/08\/07\/how-to-incorporate-osmosis-tools-into-your-inperson-classes\">quizzes<\/a>\u00a0and assessments help aspiring health professionals take stock of what they know and don&#8217;t know. Students can <strong>answer quiz questions repeatedly<\/strong> throughout your course to <strong>see how they\u2019ve progressed<\/strong> since day one.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Why_Quizzing_Matters_in_Health_Education\"><\/span>Why Quizzing Matters in Health Education<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Students studying medicine, nursing, and other health professions stress over a <strong>health education curriculum&#8217;s rigorous<\/strong> (and at times overwhelming) <strong>nature<\/strong>. <strong>Quizzing <\/strong>helps lift the pressure off students\u2019 shoulders\u2014an opportunity to <strong>make mistakes <\/strong>and <strong>learn from them.<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">When health educators use Osmosis by Elsevier <strong>quizzes <\/strong>and <strong>assessments<\/strong> to incorporate <strong>active learning into the classroom, <\/strong>students can spot <strong>areas for improvement<\/strong> during class or in their own time. Using quizzes as a <strong>formative assessment<\/strong> also provides <strong>immediate feedback<\/strong> and helps discover <strong>knowledge gaps<\/strong>.\u00a0<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"Key_Takeaways\"><\/span>Key Takeaways<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Quizzing promotes active learning and long-term retention through the testing effect.<\/strong><\/li>\n\n\n\n<li><strong>It helps students identify knowledge gaps via metacognitive monitoring.<\/strong><\/li>\n\n\n\n<li><strong>Low-stakes quizzes reduce test anxiety and encourage participation.<\/strong><\/li>\n\n\n\n<li><strong>Effective quizzes require clear objectives and timely feedback.<\/strong><\/li>\n\n\n\n<li><strong>Online quizzes need integrity strategies to prevent cheating.<\/strong><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\"><span class=\"ez-toc-section\" id=\"References_Resources\"><\/span>References &amp; Resources<span class=\"ez-toc-section-end\"><\/span><\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>[1] Roediger, H. L., &amp; Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.<\/li>\n\n\n\n<li>[3] Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., &amp; Willingham, D. T. (2013). Improving students&#8217; learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.<\/li>\n\n\n\n<li>[9] Boud, D., &amp; Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment &amp; Evaluation in Higher Education, 31(4), 399-413.<\/li>\n\n\n\n<li>[18] Lane, S., &amp; Stone, C. A. (2006). Performance assessment in education: Origins, approaches, and implications. Educational Measurement: Issues and Practice, 25(4), 6-20.<\/li>\n\n\n\n<li>Yang, C., Li, J., Zhao, W. et al. Do Practice Tests (Quizzes) Reduce or Provoke Test Anxiety? A Meta-Analytic Review. Educ Psychol Rev 35, 87 (2023).<\/li>\n\n\n\n<li><a href=\"https:\/\/www.facultyfocus.com\/articles\/educational-assessment\/fourteen-simple-strategies-to-reduce-cheating-on-online-examinations\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.facultyfocus.com\/articles\/educational-assessment\/fourteen-simple-strategies-to-reduce-cheating-on-online-examinations\/<\/a><\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Interested in learning how Osmosis by Elsevier can support quizzing efforts in your program?\u00a0<a href=\"https:\/\/educators.osmosis.org\/schedule-a-call\/\">Schedule a call today<\/a><\/strong>!<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Explore the benefits and challenges of quizzing in healthcare education. 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