You may recall that quite some time ago, I tried to convince you that giving your students a one- or two-question quiz every single day had a myriad of good aspects. You can check out why I loved this method in Part 1. As a quick refresher, I taught Calculus I four days a week the semester that I employed this method. Now, we’re going to discuss the bad (easily fixable) and ugly (not so easily fixable) issues which I ran into that semester. To keep this post from being a total downer, we are also going to talk about a new experiment I tried the next semester that I taught. Continue reading “Daily Quizzes: the Good, the Bad, and the Ugly—Part 2” »