By Carolina Kuepper-Tetzel
One way to engage students and foster their learning is through in-class quizzes (1). In-class quizzes have gained in popularity due to the open access to polling software that teachers can easily set up and students can engage with via their phones, tablets, or laptops (e.g., Kahoot, Slido, Poll Everywhere). Therefore, quick in-class quizzes are easy to administer in classrooms. The most common question format for such in-class quizzes is multiple-choice where the class is provided with a question with several answer alternatives from which students are asked to select the correct option. Afterwards, corrective feedback is presented to the class (i.e., the correct answer is displayed to the class) before the next question is presented.
A recent study by Mimouni (2) set out to investigate whether the effectiveness of in-class quizzes could be further increased by providing students with Reflective Class Feedback. Reflective Class Feedback goes beyond simply displaying corrective feedback and moving on. It engages the whole class in a reflective exercise and prompts students to think about why an answer is correct and the other alternatives not. It makes students think about each answer alternative, but also reflect on what they would need to know and to improve on to answer the question in the future. Reflective Class Feedback combines teacher-guided elaborative interrogation with class discussion.
