Use prequestions with Academ'Quiz

Most of the time, quizzes are used to validate the knowledge acquisition after a course has been taught or reading material has been presented to students. However, you can design another interesting teaching/learning strategy with Academ’Quiz.

Instead of waiting to have taught the course to the students before submitting questions on this course’s content in their Academ’Quiz game session, you can rather decide to submit questions on content they have no prior knowledge of, then teach the course and leave these questions in the Academ’Quiz game session for some more time.

This is close to what we could call a “prequestions strategy”. Prequestions can be very effective in learning in general and with Academ’Quiz in particular. They are questions asked the students before they even have started to learn the course’s material. For instance, in your course in Academ’Quiz, you can create chapters and add new chapters on a regular basis in your game sessions, according to the progression of your course during a semester.

If you introduce questions, in your students’ game session, on the next chapter you will teach in the classroom, on material the students have not seen so far, students will develop a curiosity for the next chapter. Prequestions give the student an overview of what is to be expected on the next steps of the course. Above all, students will be more prompt to ask questions to clarify the questions they had during a game. This will certainly lead to more discussion among students and between the teacher and the students during the presentation of the chapter in the classroom. Many teachers do this daily in their classrooms: asking questions on the course at the beginning of a course session, to help the students assess their initial level of knowledge before their lesson begins. This pretest assesses the student proficiency and is part of a kind of backward design of the course. In their book Understanding by design, Wiggins and McTigue explain that lesson plans should begin with having the final assessment in mind. This helps to target the weaknesses of the students and appraise the content on which the students could have more difficulties. Furthermore, pretesting students can help, after the final assessment, to account for the incremental knowledge of the student. This way, the result of the student will not be considered during the evaluation with a binary approach (“yes” the student reached the objective or “no” he/she failed), but will rather acknowledge the progress that has been done.

Moreover, if you use prequestions with Academ’Quiz, the students will have a feeling of déjà-vu that could well help them to understand and to remember more easily the course material in the long run. According to Melissa Kelly, “Pretesting your students on what you are about to teach can have the effect of relaxing them by the time a post-test comes around. This is because students feel more comfortable with material that is familiar to them, and pretests can provide additional exposure. As long as you keep pretests low stakes for your students and frame them as instructional tools rather than graded assignments, they can be a great way to introduce topics”.

So, even if the success rate of the students on prequestions in your course will be lower at the beginning (and it is sometimes important to teach students to fail in a low-pressure environment), before the chapter has been tackled in the classroom, this success rate has a higher chance to increase steadily and faster afterwards.

On prequestions strategies and effects on students’ learning process, see:


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