In Defense of the Daily Quiz

Daily quizzes, bell ringers, prime times, homework quizzes—though we give them various names, their implementation and purpose are similar across the science department. These short (5-10 minute), independent assignments are given at the beginning of most class periods, asking students to recall information presented in the previous session. Research supports the idea that learners need to engage frequently with content to master it effectively. Naturally, students aren’t keen on frequent testing, so teachers spend time at the start of the school year explaining the impact of these formative tools. In this departmental update, I thought I’d take a few moments to do the same for our readers.

In freshman Biology, we start each class with a "Prime Time," during which students recall vocabulary, list characteristics or functions, sketch important molecules, and more. In my on-level class, I initially allow students to use their notes during Prime Time, though I set a time limit for answering. This encourages them to take good notes, stay up to date with classwork, and review material to quickly locate information needed to answer questions accurately. I emphasize to all my classes the importance of reviewing notes after each session—a proven technique for enhancing learning. Not only does this allow students to practice with the material, but it also reminds them to seek clarification on any confusing points. Honors students, meanwhile, complete Prime Times without notes, making it a true “daily quiz” in some respects. An informal survey of my Honors Biology class suggests that students appreciate the added push to continually review and the preview of question types they’ll see on summative assessments. If students fall short on recall for a particular topic, they immediately know what to work on. And as a teacher, I can see which topics students grasp well and which may need reteaching or further review. Overall, these activities enhance my classes—students perform better on assessments and experience less stress when it comes time to take them.

In Chemistry and Physics, where daily homework is more common, these knowledge checks often align closely with the previous night’s homework. Homework is graded for completion, and students are provided with an answer key. Then, the daily knowledge check consists of problems similar to those completed independently in the homework. The benefits here are many: it reduces time spent grading homework, discourages late submissions and copying from classmates, and provides teachers with immediate feedback on student understanding. If reteaching is necessary, it can happen immediately. Additionally, this approach shifts the teaching and learning culture. In my Honors Anatomy & Physiology class, I teach juniors and seniors who have experienced the “daily quiz” model in science for years. These students are now disciplined to study daily and work collaboratively—teaching one another and reinforcing understanding—not simply to complete a task.