Okay, here is my sharing about how I implemented the “adaptive quizzing evolve” in my teaching work:
So, I’ve been messing around with this thing called “adaptive quizzing,” and let me tell you, it’s been quite a journey. I heard about it from a colleague who swore it was the best thing since sliced bread for nursing education, and they had used it in their class.
I was curious and wanted to try it out in my class. I started digging around, you know, just to see what all the fuss was about. I found some articles and some stuff that said it’s good for “flipped classrooms” and whatever. I don’t even know what a flipped classroom is, but adaptive quizzing sounded cool, so I kept going.
My first step was to get my hands dirty with a tool called EAQ. On their page, there were a bunch of webinars and training sessions listed. I signed up for one, figured I might as well learn from the folks who made this thing. The training was alright, showed me the ropes, how to set up quizzes, all that jazz.
Then came the fun part – trying it out with my students. I’m teaching this course on, like, basic nursing stuff. You know, assessing patients, dealing with allergic reactions, the usual. I thought, “Why not throw in some adaptive quizzes?” So I created a few quizzes, tied them to the course material.
Here’s where it got interesting. I noticed the system was asking different questions based on how the students were doing. Like, if someone was struggling with, say, lead poisoning questions, the quiz would focus more on that. It’s like it was reading their minds or something. I also found a tool called InQuizitive, which is kind of similar but more on the study side than testing.
I kept an eye on the results, and honestly, I was pretty impressed. The students seemed more engaged, and their understanding of the material, especially the tricky parts, seemed to improve. It wasn’t all smooth sailing, though. Some students got a bit freaked out by the changing questions. They were used to the old-school, one-size-fits-all quizzes. I had to do a bit of hand-holding, explain how it all worked, that it was to help them learn, not to trick them.
One thing I realized is that this adaptive stuff works best when you really think about the questions you’re asking. I started looking into “open-ended questions.” You know, the kind that makes you think, not just pick an answer from a list. It made the quizzes more challenging, but in a good way. It’s like, instead of just memorizing stuff, the students were actually using their brains.
So, after a few weeks of this adaptive quizzing experiment, I decided to go all in. I revamped most of my quizzes, incorporated more of those thought-provoking questions. I even started using it for some of the more complex topics, like anaphylactic shock and respiratory function, you know, the serious stuff.
And here’s the kicker: it worked. The students’ performance improved, but more importantly, they seemed to grasp the material better. They weren’t just learning to pass a test; they were actually understanding why they were learning it.
Here’s a quick rundown of what I did:
- Heard about adaptive quizzing, got curious.
- Got trained on EAQ, learned the basics.
- Created quizzes, tied them to course content.
- Observed how the system adapted to student responses.
- Used InQuizitive for study support.
- Noticed improved engagement and understanding.
- Dealt with some student confusion, explained the process.
- Focused on open-ended questions, made quizzes more thought-provoking.
- Revamped quizzes, went all-in on adaptive quizzing.
- Saw better student performance and deeper understanding.
It wasn’t easy, and it took some time to get used to, both for me and the students. But in the end, it was worth it. My teaching became, I don’t know, more alive? More in tune with what the students needed. And that’s what it’s all about, right? Helping them learn, not just for a grade, but for real. That is my experience of using adaptive quizzing. I will continue to explore it.
