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Positive Impact of Multiple-Choice Question Authoring and Regular Quiz Participation on Student Learning

*Address correspondence to: C. Daniel Riggs (E-mail Address: [email protected]).

Department of Biological Sciences, University of Toronto, Scarborough, Toronto, Ontario M1C1A4, Canada

Department of Computer and Mathematical Sciences, Centre for Teaching and Learning, University of Toronto, Scarborough, Toronto, Ontario M1C1A4, Canada

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Olivia Rennie

Department of Biological Sciences, University of Toronto, Scarborough, Toronto, Ontario M1C1A4, Canada

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Peggy Brickman, Monitoring Editor

Published Online:1 May 2020https://doi.org/10.1187/cbe.19-09-0189

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Vol. 19, No. 2

June 01, 2020

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Downloads: 1206

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History

Submitted: 30 September 2019

Revised: 6 March 2020

Accepted: 12 March 2020

Information

© 2020 C. D. Riggs et al. CBE—Life Sciences Education © 2020 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

We thank Zoran Piljevic and Syed Kashif of the University of Toronto Scarborough (UTSC) Information and Instructional Technology Services for programming and computer support services and Adon Irani of the Centre for Teaching and Learning (CTL) for assistance with development and troubleshooting. We acknowledge funding from CTL and the University of Toronto Instructional Technology Innovation Fund to support Quizzical development. We appreciate the constructive criticisms of the anonymous reviewers.

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