Teaching Tip: Add a post-test reflection quiz to improve study habits
Dr William Lee and Dr Jesin James encourage students to learn beyond the test by reflecting on their preparation and performance.
Want to help students develop self-regulated learning skills?
After exams or tests, students often focus on their scores rather than how they studied or managed their time. Adding a short, non-graded reflection quiz encourages students to engage in self-regulated learning by reflecting on their study habits and test performance, helping them plan more effective learning strategies for future assessments.
Try this!
Create a simple online quiz after each major assessment that asks students to reflect on:
- How they prepared (hours spent, strategies used)
- The usefulness of tools like summary sheets (aka ‘cheat sheets’)
- Their confidence and time management during the test
- What they would change for future tests
This structured reflection helps students monitor and regulate their own learning processes over time.
Addresses these teaching challenges:
- Surface learning and outcome-focused attitudes
- Poor time management or study planning
- Limited student awareness of effective study techniques
- Need for formative feedback on assessment design
Implementation
- Design a brief online quiz with multiple-choice and open-ended reflection questions.
- Keep questions non-technical and focused on study process, not content.
- Make participation optional or low-stakes but strongly encouraged.
- Administer quiz shortly after each test while experience is fresh.
- Use aggregated responses to inform your teaching and communicate common study tips back to students.
Pro tips
- Provide examples of effective summary sheets or study strategies.
- Use quiz responses to identify common misconceptions or preparation gaps.
- Encourage students to set concrete goals for their next test based on reflection.
- Frame the activity as a tool for growth, not judgement.
Benefits
- Encourages metacognitive skills and self-regulated learning
- Supports shifts from grade-focused to learning-focused mindsets (or learning beyond assessments)
- Provides instructors with insights to refine assessments
- Increases student awareness of effective study habits
Teachers’ voice
“One key message we wanted the quiz to convey is that students have the power to take ownership of their learning. By reflecting on how they prepared, they begin to realise that their performance isn’t solely at the mercy of what’s on the test. Instead of thinking, ‘How well I do depends on what the assessor asks,’ they shift to a mindset of, ‘I’ve shown all I can, so what I get reflects my own ability.’ This shift—from learning for assessments to learning despite (and ultimately beyond) them—helps students feel more in control of their learning journey.” – William Lee
“After implementing post-test reflection quizzes, many students adjusted their study approaches and reported improved preparation and confidence in subsequent tests.” – William Lee & Jesin James
Try this variation
Accessibility considerations
- Ensure quizzes are accessible via multiple devices and platforms.
- Provide alternative ways to complete reflections if needed (e.g., oral submission).
- Use clear, simple language appropriate for diverse student populations.
Faculty: Engineering and Design
Suitable for
Shared by
William Lee
Faculty of Engineering and Design
Jesin James
Faculty of Engineering and Design