Resources: Socrative quizzes on various topics

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I’ve been making quite a lot of use of the quiz/assessment website Socrative.com (free account needed; pay for enhanced features). I’m mainly using it to check comprehension of preparatory reading assignments, particularly for targeting areas where misconceptions are likely to arise (e.g. the difference between privacy and confidentiality when discussing research ethics). Here are some of the quizzes I’ve made recently.

Bio-Psychology

Criminological psychology

Research methods and statistics

 

5 thoughts on “Resources: Socrative quizzes on various topics”

  1. Good evening. I occasionally take in a selection of my students’ folders to see what notes they have taken etc over the year of study so far. This week, that is what I did having requested folders from students who are at different levels of current attainment. One thing I found common across all was that a lot of the notes were copied directly from the interactive whiteboard or textbook, even though I do emphasise to my students to avoid this (but perhaps not as much as I could do.) I was wondering if you have any tips aside from this on how to discourage simply copying information word for word in the classroom. Thank you, Anoshey.

    1. Hi, Anoshey. My starting point would probably be asking, why do you not want them to copy? I’m assuming it’s because you’re concerned that the students are not processing material in any depth as they’re simply transferring from the board to their paper but if it’s for a different reason then what I suggest below may be wide of the mark.

      In my experience direct copying is most often a consequence of students not understanding what is expected of them and/or having poor note making skills. It’s easy to assume that students arrive at post-compulsory level classes with good basic academic skills but actually, many don’t. So if you think that’s the problem it’s worth spending time on direct teaching of note-making skills. We teach our students the Cornell System for note making (useful video here: https://youtu.be/WtW9IyE04OQ) and require them to use it. As part of this, we teach them note making early on in the course, including modelling the process for them and giving them note-making exercises with direct feedback. We also get them to use the Cornell system a lot, as we generally set advance reading and note-making before addressing a topic in the classroom.

      If you want to reduce copying from the board, some possible strategies could include: (1) not putting stuff on the board in the first place – or reducing information on the board to an absolute minimum, and instructing your students to focus on your verbal explanations; (2) telling students to ‘down pens’ during expositional phases and then blanking the screen while they construct their notes using time you have given them. This can be done in conjunction with peer explaining. For example, you can deliver a ‘lecture’ with a slideshow but break the lecture up to support active processing by the students. Start by pairing students and designating one of each pair A and the other B. Do a short bit of lecturing. Dim the screen, and tell student A to explain what you have just presented to student B. Give them a minute or so. Then, tell them they can pick up their pens and construct notes. Again, give them time to do this. Repeat the same phases as you work through the material, just alternating which student does the explaining, A or B (I *think* I got this idea originally from Geoff Petty http://geoffpetty.com/).

      If you’re using exposition and slides as your primary way of presenting new material and want to introduce something else it might be worth adding reciprocal teaching to your repertoire (assuming you don’t already use it). There’s a brief guide here: http://www.psychlotron.org.uk/?p=94 It’s a very effective way of promoting the deep processing of new ideas and, as part of the process, students generate a summary of the key ideas in a text which can then be used as the skeleton outline for a note-making exercise after the reciprocal reading activity.

      Hope that helps; I’d be interested to know how you get on if there’s anything here that you haven’t already tried. –Aidan

  2. Good morning. Thanks for your response. What do your students think of the Cornell system you mention – have they found it to be useful?
    I particularly like the idea of the lecture based lesson you have suggested and something I will definitely use and keep you posted on.
    The reciprocal teaching method was something I found on your blog in fact, although I could probably do with using it a bit more. But when I did use it, I was impressed with the results, it’s a great idea. Thank you, Anoshey.

    1. I haven’t gathered any data systematically but my overall impression (mainly from individal tutorials) is that it is positively received, particularly by those whose note-making skills were originally poor. These students report that they learn more effectively from using the Cornell system to prepare for classes and feel more able to contribute to activities than they used to. I suspect that these gains wouldn’t be unique to the Cornell approach, it’s probably more to do with them having been taught how to read sources thoroughly and thoughtfully, distinguish between central and peripheral ideas and record ideas clearly for future reference. The Cornell system, however, does have features that support these requirements well, particularly the pulling out of the key ideas and questions and the writing of a precis. Those students who object to using the Cornell approach tend to be those who have well-established note-making systems of their own and a successful track record of learning. If they can show that they have tried Cornell for a few weeks but still don’t like it, I let them revert to their old method. But there are relatively few of these (two in a cohort of seventy or so, this year).

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