effect. The most unusual version was called the Monte
Carlo system, developed by Peter Fernald in 2004. Under this system
the students had reading questions that represented different levels of
Bloom’s taxonomy that could be applied to any reading in the course.
On the days when there were reading assignments, the instructor rolled
some dice to determine whether or not there would be a quiz that day
and which of the questions would be the quiz question (hence the name
Monte Carlo quiz). The situation really increased students’ preparation
for every reading assignment, but also
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