In a previous post I talked about the grammar final I give students, and chapter quizzes go hand-in-hand with these. After each chapter I give students a one-page quiz.
I make this quiz based off of the stories that we’ve co-created, but I also ensure they draw heavily from the relevant structures covered in the chapter. Let’s say that in chapter one we cover the verb ser, to be. I will use variations of the examples found in our stories as the base for the quiz.
Consider the following example story fragment:
There is a girl. The girl’s name is Samantha. Samantha is a tall and intelligent girl. (Instructor question to class) Are you all popular? Yes, you are all very popular. Samantha has a sister. Her sister’s name is Beth. Beth is smart too, but Beth is not tall. She is short. Samantha says to her sister, “Are you smart?” Beth says, “Of course I’m smart. I’m Beth!”
The chapter quiz (no notes) may look something like the following:
The first girl’s name ________ Samantha.
The second girl’s name ________ Beth.
Samantha and Beth ________ sisters.
________ you all very intelligent?
Of course! You all ________ very intelligent.
I ________ very intelligent too.
We ________ very intelligent people.
This is similar to a traditional chapter test, but I want these to be very brief: a maximum of one page. This is an assessment based on sampling, and is not meant to be exhaustive. As a result, I grade heavily for comprehension and minimally on accuracy. If students understand the language on the test, they are providing evidence that they are on track.
In this way, chapter quizzes are more of a pretest, even though they are given after the chapter. I often call them pretests because they are a low-risk a way for students to see where they are doing well, and where they need to focus to succeed on the grammar final, the post test.
Each chapter quiz is only worth 25 points. This helps me out in another area: if students miss one of these assessments, they miss it. No make-ups will be given unless there are extenuating circumstances, but it’s not that big of a deal. It won’t penalize them too much to miss one of these quizzes.
A lot of students feel the need to study for this, and as a supplement I give students an exhaustive study guide for all the material covered in the text. Between storytelling and the study guide, most students are in really good shape.
If I didn’t give a grammar final, I don’t think I would give these quizzes either. But I like to afford students the opportunity to prepare for all the different assessments that happen at the end of the quarter.