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A set of weekly optional online quizzes was used with 104 students on a Multivariable Calculus course (MC), via the Moodle online system. These quizzes contributed a maximum of two extra points, and this was awarded if the student scored more than 9 points (out of 20) on the exam. All the students got the same questions and could resubmit the answers without penalty. There were usually several sub-questions embedded in each item. The effectiveness of these quizzes, applied with this set of strategies, was studied using students’ adherence and performance. Students’ vision of quizzes was also studied: usefulness, fairness, effect on the amount of study, awareness of the student’s level of understanding, and influence on outcome scores.
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Sandra Gaspar Martins (2016) studied this question.
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