pedagogy, active learning, oral communication

Contributing USMA Research Unit(s)

Center for Teaching Excellence, Mathematical Sciences


In this article we compare the effectiveness of oral quizzes and online homework (WebAssign) as means of preparing for class. We find that both assessment methods motivate students to prepare for a similar amount of time, but oral quizzes cause them to spend more of their time reading the textbook than does WebAssign. We found no significant difference between the performance of students using these two methods. We conclude that while oral quizzes do not dramatically increase the quantity of preparation, they seem to improve the quality. We believe that oral quizzes are a valuable technique for instructors to add to their repertoire.