Relevant bibliographies by topics / Quizlet

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Quizlet'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 May 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Quizlet.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Quizlet"

1

Chen, Wei-Shen, Horacio Maluf, Louis P. Dehner, and Anne C. Lind. "Cover Quizlet." Journal of Cutaneous Pathology 39, no. 10 (September 9, 2012): 894–95. http://dx.doi.org/10.1111/cup.12001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Grekin, Sarah J., Maura J. Holcomb, Gunjan M. Modi, Yve T. Huttenbach, Edward L. Poythress, and A. Hafeez Diwan. "Cover Quizlet." Journal of Cutaneous Pathology 39, no. 11 (October 17, 2012): 981. http://dx.doi.org/10.1111/cup.12025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kim, Gene H., Ryan Stevens, and Paola Rodriguez. "Cover Quizlet." Journal of Cutaneous Pathology 39, no. 12 (November 26, 2012): 1057. http://dx.doi.org/10.1111/cup.12056.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tallon, Ben, Franz Strydom, and Patrick O. Emanuel. "Cover Quizlet." Journal of Cutaneous Pathology 40, no. 1 (December 21, 2012): 1. http://dx.doi.org/10.1111/cup.12070.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Winters, Carmen, Mac Machan, Deede Liu, and Garth R. Fraga. "Cover Quizlet." Journal of Cutaneous Pathology 40, no. 2 (January 21, 2013): 205. http://dx.doi.org/10.1111/cup.12080.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Haemel, Anna, Lindy Fox, and Timothy H. McCalmont. "Cover Quizlet." Journal of Cutaneous Pathology 40, no. 3 (February 20, 2013): 291. http://dx.doi.org/10.1111/cup.12104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Paniz Mondolfi, AE, BD Cressey, A. Ahmad, B. Tapia-Centola, LM Cohen, and M. Mahmoodi. "Cover Quizlet." Journal of Cutaneous Pathology 40, no. 4 (March 19, 2013): 357. http://dx.doi.org/10.1111/cup.12125.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Spicknall, Kerith E., Lauren E. Dubas, and Diya F. Mutasim. "Cover Quizlet." Journal of Cutaneous Pathology 40, no. 5 (April 11, 2013): 440–41. http://dx.doi.org/10.1111/cup.12150.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Amanda, Hernandez, Gardner Jerad, Parker Doug, Monson David, and Edgar Mark. "Cover Quizlet." Journal of Cutaneous Pathology 40, no. 6 (May 6, 2013): 527. http://dx.doi.org/10.1111/cup.12170.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Collie, Angela M. B., Jeffrey M. Uchin, Wilma F. Bergfeld, and Steven D. Billings. "Cover Quizlet." Journal of Cutaneous Pathology 40, no. 7 (June 16, 2013): 615. http://dx.doi.org/10.1111/cup.12177.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Quizlet"

1

Vargas, Julie Marie. "Modern learning: Quizlet in the social studies classroom." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3986.

Full text
Abstract:
This study evaluated the effects of technology on the performance of high school students with learning disabilities in a resource room to increase skills of learning new vocabulary that is linked to standards within reading. The study included participants from four special education classes. The participants in the study were given in a 2-week intervention utilizing an adaptive version of the Frayer Model (direct instruction) or Quizlet (use of computer-aided/technology instruction, an interactive education game) to determine comparative difference of skill level achievement. The context factors included students in the special education program at a high school in an urban city located in a mid-west state. All participants completed a pre/post survey and pre/post vocabulary exams. Descriptive statistics, using SPSS, provided the methods for analyzing the data. Results showed that both the preference of learning styles by these participants and effectiveness of the computer-aided instruction (Quizlet) yielded better scores over teacher-student direct instruction (Adaptive Frayer Model).
Thesis (M.Ed.)--Wichita State University, College of Education, Dept.of Curriculum and Instruction.
APA, Harvard, Vancouver, ISO, and other styles
2

Wigbrand, Hugo. "Digitala verktyg som lärresurs - En nexusanalys av det digitala ordinlärningsverktyget Quizlet." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32647.

Full text
Abstract:
I förevarande studie analyseras ett ordinlärningsexperiment i årskurs 7 med syftet att undersöka det digitala verktyget Quizlets potential för elever att lära sig spanska ord. Två likartade klasser fick använda sig av två olika ordinlärningsmetoder, digitalt via Quizlet respektive analogt med penna och papper. Därefter genomfördes ett glostest med 30 stycken spanska ord och ett par veckor senare ett identiskt minnestest. Utifrån observationer under lektionstillfällena samt elevernas svar i en avslutande enkätundersökning har sedermera allt empiriskt material analyserats med hjälp av metoder utifrån teorin medierad diskursanalys, MDA. Studiens resultat visar att eleverna som tillämpade en analog metod med penna och papper hade ett högre medelvärde vad det gäller antalet rätt ord i både glostestet och minnestestet. Observationerna och enkätsvaren visar att de tre elementen historisk kropp, interaktionsordning och situationens diskurser alla går att spåra i den aktuella handlingssituationen och kan ses ha betydelse för utfallet i ordtesternas resultat. Utifrån elevernas historiska kropp framkommer det att elevernas stora vana att använda det digitala verktyget präglar deras syn på verktygets relevans för inlärande. Dessa erfarenheter lyser även igenom i elevernas deltagande i interaktionsordningen. Eleverna som tillämpade den digitala ordinlärningsmetoden via Quizlet uppvisade ett större självförtroende och samtidigt en mer passiv roll gentemot verktyget medan eleverna som tillämpade den analoga metoden agerade med mer ovana, men uppvisade samtidigt en mer aktiv roll gentemot verktyget. Utifrån situationens diskurser medvetandegörs i handlingssituationen framförallt två stora huvuddiskurser, skoldiskursen och verktygets diskurs. Med hjälp av MDA kan vi se hur båda dessa diskurser synliggörs och underbygger elevernas handlande i relation till verktyget. Analysen visar att det digitala verktygets potential grundar sig mycket i elevernas vana att använda det och att det därigenom skapas en slags tilltro till att verktyget ger upphov till ett automatiskt lärande. Även om verktygets utformning betraktas uppvisa potential för lärande, visar förevarande analys via MDA att elevernas handlande och förståelse av verktyget måste belysas i relation till verktygets potential. I kontexten uppvisar inte minst ordtesternas resultat att det råder viss diskrepans mellan det digitala verktyget och elevernas lärande.
APA, Harvard, Vancouver, ISO, and other styles
3

Crandell, Emily R. "Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6335.

Full text
Abstract:
The Academic Vocabulary List (AVL) was produced by a rationale for word inclusion improved from the methodology used to generate Coxhead's AWL (Gardner & Davies, 2014). It offers a comprehensive view of high frequency academic vocabulary that could greatly benefit ELLs if implemented into ELL curricula (Gardner & Davies, 2014). However, because of the newness of the list, there are few learning resources currently utilizing the AVL. The major objective of this thesis project was to create digital flashcards for the first 500 words of the AVL to increase the list's accessibility to ELLs and teachers worldwide. These flashcards were made available through Quizlet's online interface. This paper describes the two types of flashcards developed: AVL words paired with simplified English (learner) definitions, and AVL words paired with L1 translations into seven languages. It further describes an evaluation of these flashcards by ESOL teachers working at a U.S. intensive English program, and concludes with suggestions for the future development of AVL learning resources.
APA, Harvard, Vancouver, ISO, and other styles
4

Moraes, Vivian Nádia Ribeiro de. "Ensino de inglês para a terceira idade : uma proposta didática com o uso do aplicativo Quizlet /." Araraquara, 2018. http://hdl.handle.net/11449/154228.

Full text
Abstract:
Orientador(a): Sandra Maria Kaneko Marques
Resumo: Na realidade científica atual, poucos são os trabalhos que se dedicam ao uso de materiais didáticos para o ensino e aprendizagem de inglês para a terceira idade. Mais diminutas ainda, são as investigações sobre o uso de recursos digitais no contexto de ensino e aprendizagem do idioma para o público idoso. Diante desse quadro, este trabalho tem como principal objetivo refletir sobre as necessidades e especificidades de aprendizes de inglês de uma Universidade Aberta à Terceira idade, parceira de um Centro de Línguas, de uma universidade pública no interior do Estado de São Paulo. Já como objetivo específico, buscamos apresentar e avaliar uma proposta didática, aliada ao uso de recursos digitais, que aborde as necessidades e especificidades identificadas no público alvo. Para tanto, esta investigação, considerada uma pesquisa-ação, adota os seguintes instrumentos de coleta de dados: questionário semiestruturado, entrevista, gravada em áudio, e diários reflexivos elaborados pela professora-pesquisadora. A partir das informações coletadas, uma proposta didática é apresentada e avaliada, bem como os recursos digitais incorporados à sua implementação. Espera-se que os resultados das discussões e reflexões possam servir como contribuição ao acervo científico sobre o tema e, sobretudo, a professores e alunos envolvidos nesse contexto de ensino e aprendizagem
Abstract: In current scientific scenario, there are few papers on the usage of didactic materials to teach and learn English for learners in the old age. There are fewer investigation papers on the usage of digital resources in the context of teaching and learning the language for the senior public. Given that condition, this paper's main purpose is to reflect on the needs and specificities of students from a UNATI (Universidade Aberta à Terceira Idade), in partnership with a CEL (Centro de Ensino de Línguas), in a public university in the state of São Paulo. We also aim to present and evaluate a didactic proposal with the use of digital resources, which includes the needs and specificities identified on the target audience. Therefore, this investigation, which can be considered an action research, adopts the following instruments for collecting data: semi-structured questionnaire, audio recording interview and reflective journals, which were elaborated by the teacher-researcher. Based on the information collected, a didactic proposal is presented and evaluated, as well as the digital resources incorporated to its implementation. We hope the results emerged from the discussion and reflections on this paper can be a contribution to the scientific collection about the given subject, and above all, to teachers and students involved in this teaching and learning context
Mestre
APA, Harvard, Vancouver, ISO, and other styles
5

Moraes, Vivian Nádia Ribeiro de [UNESP]. "Ensino de inglês para a Terceira Idade: Uma proposta didática com o uso do aplicativo Quizlet." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/154228.

Full text
Abstract:
Submitted by Vivian Nádia Ribeiro de Moraes (vivian_demoraes@hotmail.com) on 2018-06-11T19:48:59Z No. of bitstreams: 1 Ensino de inglês para a terceira idade - uma proposta didática com o uso do aplicativo Quizlet - VIVIAN NADIA RIBEIRO DE MORAES.pdf: 6004593 bytes, checksum: 19b56825d29e0b44fd7d3731d053e8d4 (MD5)
Rejected by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: 1) fazer folha de aprovação conforme modelo disponível em: http://www.fclar.unesp.br/#!/biblioteca/normas-da-abnt/normalizacao/ 2) nesta ordem: capa, folha de rosto, ficha catalográfica, folha de aprovação, dedicatória, agradecimentos, epígrafe, etc 3) na "lista de quadros", colocar a página correspondente pois do jeito que está, aparentemente confuso e grudado a 1ª linha (QUADRO 1: Definições de Método, Abordagem e Técnicas, segundo Anthony (1963, p.63-7)...............................................................................................................................................29 4) numeração das páginas a partir da p. 20, porém a numeração deve vir no canto superior direito da página Em caso de maiores dúvidas, entrar em contato com as bibliotecárias da Seção de Referência, Camila (camila_serrador@fclar.unesp.br) ou Elaine (elaine@fclar.unesp.br). Agradecemos a compreensão. on 2018-06-12T12:46:17Z (GMT)
Submitted by Vivian Nádia Ribeiro de Moraes (vivian_demoraes@hotmail.com) on 2018-06-12T16:44:40Z No. of bitstreams: 1 Ensino de inglês para a terceira idade - uma proposta didática com o uso do aplicativo Quizlet - VIVIAN NADIA RIBEIRO DE MORAES.pdf: 6046085 bytes, checksum: 339a00157e928835203936e54501e37d (MD5)
Approved for entry into archive by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br) on 2018-06-12T18:22:39Z (GMT) No. of bitstreams: 1 Ensino de inglês para a terceira idade - uma proposta didática com o uso do aplicativo Quizlet - VIVIAN NADIA RIBEIRO DE MORAES.pdf: 6046085 bytes, checksum: 339a00157e928835203936e54501e37d (MD5)
Made available in DSpace on 2018-06-12T18:22:39Z (GMT). No. of bitstreams: 1 Ensino de inglês para a terceira idade - uma proposta didática com o uso do aplicativo Quizlet - VIVIAN NADIA RIBEIRO DE MORAES.pdf: 6046085 bytes, checksum: 339a00157e928835203936e54501e37d (MD5) Previous issue date: 2018-04-27
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Na realidade científica atual, poucos são os trabalhos que se dedicam ao uso de materiais didáticos para o ensino e aprendizagem de inglês para a terceira idade. Mais diminutas ainda, são as investigações sobre o uso de recursos digitais no contexto de ensino e aprendizagem do idioma para o público idoso. Diante desse quadro, este trabalho tem como principal objetivo refletir sobre as necessidades e especificidades de aprendizes de inglês de uma Universidade Aberta à Terceira idade, parceira de um Centro de Línguas, de uma universidade pública no interior do Estado de São Paulo. Já como objetivo específico, buscamos apresentar e avaliar uma proposta didática, aliada ao uso de recursos digitais, que aborde as necessidades e especificidades identificadas no público alvo. Para tanto, esta investigação, considerada uma pesquisa-ação, adota os seguintes instrumentos de coleta de dados: questionário semiestruturado, entrevista, gravada em áudio, e diários reflexivos elaborados pela professora-pesquisadora. A partir das informações coletadas, uma proposta didática é apresentada e avaliada, bem como os recursos digitais incorporados à sua implementação. Espera-se que os resultados das discussões e reflexões possam servir como contribuição ao acervo científico sobre o tema e, sobretudo, a professores e alunos envolvidos nesse contexto de ensino e aprendizagem.
In current scientific scenario, there are few papers on the usage of didactic materials to teach and learn English for learners in the old age. There are fewer investigation papers on the usage of digital resources in the context of teaching and learning the language for the senior public. Given that condition, this paper’s main purpose is to reflect on the needs and specificities of students from a UNATI (Universidade Aberta à Terceira Idade), in partnership with a CEL (Centro de Ensino de Línguas), in a public university in the state of São Paulo. We also aim to present and evaluate a didactic proposal with the use of digital resources, which includes the needs and specificities identified on the target audience. Therefore, this investigation, which can be considered an action research, adopts the following instruments for collecting data: semi-structured questionnaire, audio recording interview and reflective journals, which were elaborated by the teacher-researcher. Based on the information collected, a didactic proposal is presented and evaluated, as well as the digital resources incorporated to its implementation. We hope the results emerged from the discussion and reflections on this paper can be a contribution to the scientific collection about the given subject, and above all, to teachers and students involved in this teaching and learning context.
CAPES/PROEX: 1672131
APA, Harvard, Vancouver, ISO, and other styles
6

Zancanaro, Juliana Giseli da Silva. "O uso do Quizlet Live em sala de aula de Língua Inglesa no Ensino Técnico integrado ao Ensino Médio : identificando eixos interacionais /." Araraquara, 2019. http://hdl.handle.net/11449/182328.

Full text
Abstract:
Orientador: Cibele Cecílio de Faria Rozenfeld
Banca: Ana Cristina Biondo Salomão
Banca: Rita de Cássia Barbirato Thomaz de Moraes
Resumo: O advento das novas tecnologias e a crescente expansão da mídia fizeram surgir uma nova sociedade, novos tipos de relações sociais e diferentes formas de interação. A interação, que ocorre desde os primórdios atrelada ao compartilhamento de um mesmo espaço físico e temporal, ganha a possibilidade de transpor essa premissa, possibilitando um modo revolucionário de interação, que pode ocorrer dissociado de espaços físicos e tempo cronológico, em um contexto virtual. A interação do tipo face a face deixa de ser exclusiva de um contexto presencial e passa a dividir espaço com novos tipos de comunicação. Nesse sentido, este trabalho tem por objetivo apresentar os eixos interacionais que emergem durante o uso do aplicativo Quizlet - o Quizlet Live, em sala de aula de língua inglesa no Ensino Técnico integrado ao Ensino Médio de um dos câmpus do Instituto Federal de São Paulo. Para seu desenvolvimento, apoiaremo-nos teoricamente em estudos acerca da relevância das TDICs e da aprendizagem móvel como suporte para o ensino realizado em sala de aula (PAIVA, 2015; ALDA, LEFFA, 2014, UNESCO, 2014, entre outros) e dos diferentes tipos de interação presentes no processo de ensino-aprendizagem de língua inglesa (MOORE, 1989, ANDERSON & GARISSON, 1998; LEFFA, 2005; THOMPSON,1995). O corpus desta pesquisa resulta de questionários, diário reflexivo e gravações em áudio realizados durante o uso do Quizlet Live, após discussões baseadas no primeiro episódio da terceira temporada da série Black Mi... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The advent of new technologies and the growing expansion of the media have given rise to a new society, new types of social relations and different forms of interaction. Interaction, which occurs from the earliest times linked to the sharing of the same place and the same time, gains the possibility of transposing this premise, enables a revolutionary mode of interaction to happen, which can occur dissociated from space and chronological time, in a virtual context. The face-to-face interaction is no longer exclusively a face-to-face context and starts to share space with new types of communication. In this sense, this research aims to present the interactional axes that emerge when using the app Quizlet - more specifically Quizlet Live, in English language classroom teaching in the Technical Education integrated to the High School of one of the campuses of the Federal Institute of São Paulo. For its development, we rely on studies in theories about the relevance of DICT and mobile learning as a support for teaching held in the classroom (PAIVA, 2015, ALDA, LEFFA, 2014, UNESCO, 2014 and others) and the different types of interaction in the English language teaching-learning process (MOORE, 1989, ANDERSON & GARISSON, 1998; LEFFA, 2005; THOMPSON,1995,2011)The corpus of this research results from questionnaires, reflective diaries and audio recordings made during the use of Quizlet Live that was used after the activities based on the first episode of the third season of the serie... (Complete abstract click electronic access below)
Mestre
APA, Harvard, Vancouver, ISO, and other styles
7

Saluke, Jessica Mary. "The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531220368893987.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

FARIAS, Fabrízio Barbosa. "Ferramenta para auxiliar a construção de quizzes apoiada por uma ontologia." Universidade Federal de Pernambuco, 2013. https://repositorio.ufpe.br/handle/123456789/11982.

Full text
Abstract:
Submitted by João Arthur Martins (joao.arthur@ufpe.br) on 2015-03-10T18:08:35Z No. of bitstreams: 2 Dissertação Fabrizio Farias.pdf: 1508370 bytes, checksum: 769acc0eeacdafb7e7de1d58a3d0fb7a (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5)
Made available in DSpace on 2015-03-11T17:39:31Z (GMT). No. of bitstreams: 2 Dissertação Fabrizio Farias.pdf: 1508370 bytes, checksum: 769acc0eeacdafb7e7de1d58a3d0fb7a (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2013-09-12
Atualmente espera-se que a Web se torne uma plataforma de comunicação e interação entre alunos e professores. Dessa forma o conhecimento pode ser construído de forma iterativa e coletiva. A utilização da tecnologia tem grande potencial no suporte ao ensino a distância, por exemplo: os quizzes online permitem avaliar uma grande quantidade de pessoas através de perguntas diretas e com respostas curtas. Existem inúmeras ferramentas de construções de quizzes na Web. Contudo elas possuem a desvantagem de não ter uma base de conhecimento formal, permitindo o compartilhamento, manipulação e reuso de conhecimento que estão nos quizzes. Neste ponto o uso de ontologia pode contribuir com compartilhamento, manipulação e reuso de conhecimento em nível de software ou como modelos conceituais de referência. Neste trabalho desenvolveu-se um modelo de ferramenta para construção de quizzes apoiada por uma ontologia lightweight sobre a leishmaniose. Para complementar o uso do modelo foi modelada uma rede bayesiana com o objetivo de regular um assunto de um quiz para um aluno específico. Os resultados encontrados são promissores desde a concepção, regulação e validação de quizzes por um grupo de alunos de medicina.
APA, Harvard, Vancouver, ISO, and other styles
9

Lafferty, Hugh H. "Analysing quizzes using a census." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/19935/.

Full text
Abstract:
This is a theoretical study of the marks that could be obtained from quizzes, when a census is done. The quizzes are limited to 'special' quizzes and we look at how many obtain a particular mark, and what happens to the distribution of marks when the guessing problem is tackled. Without building any tools we can do some calculations, but then we are driven to writing computer programs that calculate and display the distribution of marks. When computer programs are written they involve such large numbers that computer programs cannot normally handle them. Thus we are driven to languages, like C, where integers of an arbitrary size can be handled in libraries like LEDA. Quizzes can either have all their stems answered or have some of their stems missed. The philosophy of this study is to start off simply and gradually get more complicated, and so 'special' quizzes where all stems are answered are looked at first followed by 'special' quizzes where stems can be missed. The guessing problem is tackled, in this study, by: a) using negative marking, b) raising the pass mark, c) using a more complex quiz. What we find is that when the guessing problem of 'special' quizzes is exactly tackled the distribution of marks moves to the left (when the mean mark is 0), and that the tackling of the guessing problem leads to more problems. All 'special' stems include the answer, which can be guessed. The likelihood of guessing the correct answer to a stem decreases as the complexity of the quiz increases, but then the likelihood of passing also decreases. As the complexity of the quiz increases the distribution is 'bunched' at the lower end which means that half the marks of distribution are between the lowest mark and the mark where the mean occurs. The main conclusion is not quantitative but qualitative and is "Do not use 'special' quizzes for measuring understanding" because 'special' quizzes do not provide a space that allows one to demonstrate one's understanding and are therefore in-valid when understanding is claimed to be measured.
APA, Harvard, Vancouver, ISO, and other styles
10

Musovic, Malik. "Quizer – ett javabaserat quizverktyg för webbexamination." Thesis, Mittuniversitetet, Institutionen för informationssystem och –teknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-42444.

Full text
Abstract:
Idag så examineras tusentals studenter med stöd av duggor som finns i form av Quizar där premisserna är att elever fysiskt behöver genomföra examinationerna vid de olika lärosätena. I denna studie har projektet Quizer utarbetats med syftet att försöka förenkla och effektivisera digitala utvärderingar för inlärning och kontroll av kunskapsnivå. Den javabaserade webbapplikationen kan spara tid och resurser för lärarna att skapa, distribuera och betygsätta elevers kunskapsnivå med stöd av Quizar. Syftet med detta projekt har varit att förenkla och effektivisera metoden av examinering av studenter genom att implementera ett användbart Quiz verktyg där användarbasen och administrativa basen är helt oberoende av applikationsutvecklarens närvaro. För att planera projektet så har brainstorming, ER-diagram för planering av databasstruktur, flödesscheman för de olika vyerna i applikationen använts. Under planeringen har också olika ramverk undersökts för att fastställa vilka ramverk som passar bäst för just denna. Resultatet visar en javabaserad webbapplikation som underlättar examinering av studenter. Genomförandet av applikationen har med hjälp av Bootstrap nått sina mål under en viss tidsram. Resultatet visar även att metoden ger en tidsmässig vinst på ca 20 minuter i jämförelse till en tentamen under ordinarie former. Resultat utav användbarhetstesterna visar i helhet att applikationen har ett gränssnitt som är användarvänligt eftersom medelvärdet på ”upplevelse av applikationen” resulterade i 4, 25 utav 5 möjliga. Det har dessutom genomförts en jämförelse med existerande ramverk där det visade sig att Quizer har lägre antalet operationer (musklick) i en specifik uppgift än vad plattformen FlexiQuiz har.
Today, thousands of students are examined with the support of quizzes that exist in the form of quizzes where the premises are that students physically need to complete the examinations at the various higher education institutions. In this study, the Quizer project has been developed with the aim of trying to simplify and streamline digital evaluations for learning and checking the level of knowledge. The javabased web application can save time and resources for teachers to create, distribute and grade students' level of knowledge with the support of Quizer. The purpose of this project has been to simplify and streamline the method of examining students by implementing a useful Quiz tool where the user base and administrative base are completely independent of the application developer's presence. To plan the project, brainstorming, ER diagrams for planning the database structure, flow charts for the different views in the application have been used. During the planning, various frameworks have also been examined to determine which frameworks are best suited for this particular one. The result is a Java-based web application that facilitates the examination of students.  With the help of Bootstrap, the implementation of the application has reached its goals within a certain time frame. The results also show that the method gives a time gain of about 20 minutes compared to an exam in regular form. Results of the usability tests as a whole show that the application has an interface that is user-friendly because the average value of "experience of the application" resulted in 4, 25 out of 5 possible. A comparison has also been made with existing frameworks where it turned out that Quizer has a lower number of operations (mouse clicks) in a specific task than the FlexiQuiz platform has.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Quizlet"

1

Shaw, Ron. Quirky quizes for lively libraries: Quizzes and puzzles for use in library time. Carlisle: Carel Press, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Quirky quizes for lively libraries: Quizzes and puzzles for use in library time. Carlisle: Carel Press, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rhythm quizlets: Self assessment. Philadelphia: Lea & Febiger, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Marriott, Henry J. L. Rhythm quizlets: Self assessment. 2nd ed. Baltimore: Williams & Wilkins, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rigby, Christopher. Initial quizzes. Great Bardfield: Miles Kelly, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Continuity quizzes. Great Bardfield: Miles Kelly, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Grafton, John. Baseball quizzes. New York: Dover Publications, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Celebrity quizzes. Great Bardfield: Miles Kelly, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bédoyère, Camilla De la. 100 quick quizzes. Edited by Gallagher Belinda editor. Thaxted: Miles Kelly, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Barnes, Cyril J. Bible quizzes & puzzles. [Place of publication not identified]: Ottenheimer Publishers, Inc, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Quizlet"

1

Marsden, Jerrold, and Alan Weinstein. "Orientation Quizzes." In Calculus I, 13–14. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5024-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Reprintsev, Alex. "Solving SQL Quizzes." In Oracle SQL Revealed, 305–79. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3372-6_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Di Pierro, Massimo, and Peter Hastings. "Social Quizzes with Scuiz." In Advances in Intelligent Systems and Computing, 975–82. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56538-5_97.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Öchsner, Marco, and Andreas Öchsner. "Exams, Tests and Quizzes." In Advanced LaTeX in Academia, 171–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88956-2_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pollard, Maria. "Answers to quizzes and scenarios." In Evidence-based Care for Breastfeeding Mothers, 237–42. Abingdon, Oxon; New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315625102-17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Askeland, Donald R. "Sample Homework, Study Guides, Quizzes." In The Science and Engineering of Materials, 308–401. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4613-0443-2_25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Aseni, Paolo. "Answers to Quizzes for “Case Scenario”." In Operative Techniques and Recent Advances in Acute Care and Emergency Surgery, 799–800. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95114-0_58.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sosnovsky, Sergey. "Adaptive Navigation for Self-assessment Quizzes." In Lecture Notes in Computer Science, 366–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-27780-4_52.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Genci, Jan. "Discovering Cheating in Moodle Formative Quizzes." In Advances in Intelligent Systems and Computing, 475–83. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06740-7_40.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Vijayakumar, Bharathi, Sviatlana Höhn, and Christoph Schommer. "Quizbot: Exploring Formative Feedback with Conversational Interfaces." In Technology Enhanced Assessment, 102–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25264-9_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Quizlet"

1

Стечкевич, Леся, and Олег Стечкевич. "НАЛАШТУВАННЯ СЕРВІСУ QUIZLET ДЛЯ ОРГАНІЗАЦІЇ САМОСТІЙНОЇ РОБОТИ УЧНІВ." In INTEGRACIÓN DE LAS CIENCIAS FUNDAMENTALES Y APLICADAS EN EL PARADIGMA DE LA SOCIEDAD POST-INDUSTRIAL. European Scientific Platform, 2020. http://dx.doi.org/10.36074/24.04.2020.v4.26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sari, Dhany Efita, Sofa Aji Ftriani, and Ridwan Cahya Saputra. "Active and Interactive Learning Through Quizlet and Kahoot." In International Conference on Online and Blended Learning 2019 (ICOBL 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200521.025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Senior, John. "Vocabulary Taught Via Mobile Application Gamification: Receptive, Productive and Long-Term Usability of Words Taught Using Quizlet and Quizlet Live." In 2022 International Conference on Business Analytics for Technology and Security (ICBATS). IEEE, 2022. http://dx.doi.org/10.1109/icbats54253.2022.9759019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tien, Bui Duc. "Quizlet a Dropbox an Easy e-Setting for Busy Teachers." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bellés-Fortuño, Begoña, and Ana Isabel Martínez-Hernández. "ENGLISH IN THE HEALTHCARE SETTING: THE USE OF WORDCLOUD AND QUIZLET WITH PSYCHOLOGICAL PATHOLOGIES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1293.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Calafat Marzal, Consuelo, Rosa Puertas-Medina, and Mª Luisa Martí-Selva. "Mejorar la motivación en el aula mediante el uso de plataformas de aprendizaje basadas en juegos: Quizlet vs Kahoot." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8853.

Full text
Abstract:
Las plataformas de juegos son cada vez más demandadas por los alumnos en cualquier nivel educativo. La utilización de estas herramientas para incrementar la motivación de los alumnos en grupos numerosos de asignaturas universitarias favorece una mayor asistencia y participación del alumno a las clases presenciales. Para los estudiantes es un estímulo interactivo y divertido que permite introducir o repasar contenidos. Mediante su utilización se potencia la motivación, la concentración y el esfuerzo de los alumnos, especialmente durante el desarrollo de las clases donde se fomenta el trabajo colaborativo y mejora la comunicación, tanto entre alumnos como con el profesor. Se utiliza como medio de juego sus teléfonos móviles o los ordenadores del aula. Los profesores tienen que seleccionar las unidades de estudio y preparar previamente los juegos adaptándose a los entornos de estas plataformas, posteriormente le permitirán evaluar la asimilación de los contenidos por parte de los alumnos, y por tanto tener un feedback a lo largo de curso. El objetivo de este estudio es analizar las plataformas de juegos como herramienta para mejorar la motivación de los alumnos en el aula. Se compararán dos plataformas, como son Quizlet live y Kahoot. En las dos se permite la realización de juegos basados en preguntas tipo test. Además, en Quizlet live se permite la preparación de otras actividades, como son diagramas interactivos, juegos de relacionar contenidos, etc. Aunque en las dos plataformas muchos usuarios han dejado en abierto actividades preparadas, es más recomendable realizar las propias actividades para que se adapten adecuadamente tanto a la asignatura como al nivel exigido por el profesor.
APA, Harvard, Vancouver, ISO, and other styles
7

Ruan, Sherry, Liwei Jiang, Justin Xu, Bryce Joe-Kun Tham, Zhengneng Qiu, Yeshuang Zhu, Elizabeth L. Murnane, Emma Brunskill, and James A. Landay. "QuizBot." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300587.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sampaio, Bruno, Carmen Morgado, and Fernanda Barbosa. "Building collaborative quizzes." In the 13th Koli Calling International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2526968.2526985.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jain, Shuktika. "Automated generation of programming language quizzes." In ESEC/FSE'15: Joint Meeting of the European Software Engineering Conference and the ACM SIGSOFT Symposium on the Foundations of Software Engineering. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2786805.2807559.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Andrade Freitas, Sergio Antonio, Rita De Cassia Silva, Tiago Franklin R. Lucena, Eduardo do N. Ribeiro, Victor Cotrim De Lima, and Rodrigo M. S. Da Silva. "Smart Quizzes in the Engineering Education." In 2016 49th Hawaii International Conference on System Sciences (HICSS). IEEE, 2016. http://dx.doi.org/10.1109/hicss.2016.17.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Quizlet"

1

Nehring, Natalia, and Simon Dacey. Formative vs Summative Quizzes as Regular Feedback on Moodle in Computer Science Courses: Which do Students Prefer? Unitec ePress, November 2021. http://dx.doi.org/10.34074/ocds.090.

Full text
Abstract:
Deferred feedback on summative assessments can demotivate students and affect their overall learning performance, and it can change their study routines. The aim of this study is to compare and analyse students’ perceptions about summative and formative regular feedback: whether they are better motivated by being given marks, or by regular feedback without any marks. All participants were students from a Bachelor of Computer Science (BCS) degree at a New Zealand tertiary institute. Three courses were selected across three different levels of the BCS, and the sample group included 272 students from five different semesters. Summative (with marks) and formative (with feedback only) weekly quizzes were introduced in 2017, with the aim of providing early, regular feedback to students. Participants in the study were divided into two groups: students who were doing formative, and those who were doing summative quizzes. In each group, the majority of students indicated that they were happy and positive about getting regular feedback in the form of quizzes, and they appreciated the quiz questions and time spent as a way to adjust and enhance their learning. There was no real difference in students’ subjective evaluations and individual perceptions between those who had summative and those who had formative quizzes. The existence of quizzes, and the results, were important for students as weekly feedback and it didn’t matter whether marks were attached to these weekly feedback activities or not. More studies are needed to determine what type of questions could better influence students’ learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
2

Virtual quizzes involving several care homes are feasible and might reduce loneliness and social isolation. National Institute for Health Research, March 2021. http://dx.doi.org/10.3310/alert_45159.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Quizlet' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography