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Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability

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Title: Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability
Language: English
Authors: Virginia Clinton-Lisell
Source: Teaching of Psychology. 2026 53(1):18-23.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 6
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Child Development, Tests, Documentation, Reading Assignments, Student Motivation, Learning, Student Attitudes, Group Discussion, Instructional Effectiveness, Scores, Learning Modalities
DOI: 10.1177/00986283241275218
ISSN: 0098-6283
1532-8023
Abstract: Background: Pre-class reading assignments are frequently used to encourage students to complete assigned textbook readings. Quizzes and social annotation are both pre-class reading assignments, but it is uncertain which is more effective for student learning and motivation. Objective: The purpose of this study was to compare quizzes and social annotation on student learning and motivation. Method: Undergraduate students (N = 58) in a child development course in a within-subjects counterbalanced design had quizzes for the textbook chapters covered in one unit exam and social annotation for a different exam. They were surveyed on their motivation at the end of the term. Results: There were no reliable differences in student learning based on exam scores. Students generally perceived social annotation as more motivating but were more likely to submit quizzes. Conclusion: Both quizzes and social annotation appear to have different benefits for students. There is not a clear answer on which one is more effective for student learning. Teaching Implications: Given the mixed results, a combination or choice of quizzes or social annotation as pre-class reading assignments may be optimal.
Abstractor: As Provided
Notes: https://osf.io/3svf4
Entry Date: 2026
Accession Number: EJ1492689
Database: ERIC
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  Data: Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Background: Pre-class reading assignments are frequently used to encourage students to complete assigned textbook readings. Quizzes and social annotation are both pre-class reading assignments, but it is uncertain which is more effective for student learning and motivation. Objective: The purpose of this study was to compare quizzes and social annotation on student learning and motivation. Method: Undergraduate students (N = 58) in a child development course in a within-subjects counterbalanced design had quizzes for the textbook chapters covered in one unit exam and social annotation for a different exam. They were surveyed on their motivation at the end of the term. Results: There were no reliable differences in student learning based on exam scores. Students generally perceived social annotation as more motivating but were more likely to submit quizzes. Conclusion: Both quizzes and social annotation appear to have different benefits for students. There is not a clear answer on which one is more effective for student learning. Teaching Implications: Given the mixed results, a combination or choice of quizzes or social annotation as pre-class reading assignments may be optimal.
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      – TitleFull: Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability
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