When students prepare for class by completing their assigned reading, class sessions become much more productive. Research suggests that students' reading rates have been dropping for some time and are currently quite low. Scheduled and surprise pop quizzes may motivate students to read, but each method has drawbacks. This article describes a system involving randomly administered quizzes, presents data in support of its effectiveness, and offers suggestions for its implementation in classes of any size.
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A 2001 study studied this question.
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