We investigated the use of quizzes administered prior to lecture (i.e., prelecture quizzes) and compared them to no-quiz control groups. In previous research, the success of administering quizzes after covering a topic (i.e., postlecture quizzes) was contingent on the quizzes and the subsequent exams being of similar level and content. However, our study revealed that such contingencies were not true of prelecture quizzes. Students who received either matching or fill-in-the-blank prelecture quizzes, as compared to no quiz, performed better on both multiple-choice and essay exam questions. They also rated the lectures as a better preparation for exams and as more clear and organized. Finally, the quizzed students asked more high-level questions.
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