Quizzing and Polling

Quizzing and Polling

Quizzing and polling are active learning strategies that involve students responding to questions during or outside of class. These methods can be used to check understanding, stimulate discussion, provide feedback, and promote metacognition. 

Alternative/linked methods: Classroom Assessment Techniques (CATs), Student Response Systems (SRS), Audience Response Tools, Retrieval Practice, Interactive Lectures, Formative e-Assessment 

Why?

• Enhances engagement and attention 
• Promotes retrieval practice 
• Supports formative assessment 
• Encourages inclusive participation 
• Improves performance 

How?

• Design purposeful questions 
• Deliver via appropriate tools – Apps for T&L, MS Forms, Moodle Quiz etc
• Collect and display responses 
• Provide feedback 
• Use data to inform and adapt teaching 

When?

• Before class: To activate prior knowledge or gather opinions 
• During class: To check comprehension, prompt discussion, or transition between topics 
• After class: For revision, reflection, or to inform future teaching 

Get Started

• Quick quiz: Use a 3-question poll mid-lecture to check understanding 
• Exit ticket: Ask students to submit one thing they learned and one question they still have 
• Think-Pair-Share with polling: Students discuss in pairs, then vote on the best answer 
• SAQs (Self-Assessment Quizzes): Embed in Moodle with automated feedback 

Digital Enhancement

• Microsoft Forms: Allows anonymous, flexible quizzes with automated feedback 
• Mentimeter/Vevox/Kahoot!: Real-time polling with visual results 
• MS Teams Polls: Integrated options for synchronous sessions 
• Moodle Quizzes: Embed quizzes in course content for asynchronous learning 
• Padlet: Use reactions or voting features for quick feedback 

Resources

• Stuart J, RutheGibson, R.M. and Morison, G., 2021. Improving student engagement and active learning with embedded automated self-assessment quizzes: Case study in computer system architecture design. In: K. Arai, ed. 2021. Intelligent Computing: Proceedings of the 2021 Computing Conference. Lecture Notes in Networks and Systems, vol. 285. Springer Nature, pp.327–339. https://doi.org/10.1007/978-3-030-80129-8_24 
• Healey, M. and Healey, R., 2021. Embedding Active Learning into Your Teaching Practice. Heriot-Watt University Learning and Teaching Academy. Available at: <https://www.lta.hw.ac.uk>
• Angelo, T.A. and Cross, K.P., 1993. Classroom Assessment Techniques: A Handbook for College Teachers. 2nd ed. San Francisco: Jossey-Bass.  
• Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and Wenderoth, M.P., 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), pp.8410–8415. https://doi.org/10.1073/pnas.1319030111  
• Simpson, V. and Oliver, M., 2007. Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 23(2)rford RJ. Medical student concentration during lectures. Lancet. 1978 Sep