Many of us use quizzes in tutorials to assess understanding. However, traditional quiz formats often function as static assessments and are disconnected from the learning process itself. Students typically complete quizzes in isolation, receive delayed feedback and miss valuable opportunities for clarification. In my weekly tutorials, I sought a way to transform quizzes from passive assessments into interactive, real-time learning tools that could deepen student engagement and understanding.
Through multiple semesters of implementation, I have found that the JazzQuiz Moodle plugin offers an effective solution for integrating formative assessment directly into live teaching. This article shares my experiences with it, highlights its effectiveness, presents student feedback and acknowledges practical limitations for instructors considering its adoption.
How JazzQuiz works
JazzQuiz differs from conventional quizzes by operating entirely in real time. Students participate using their own devices and respond to time-limited questions. Once time runs out, JazzQuiz automatically displays class responses on a screen. Importantly, these results can be shown anonymously, which allows students to discover how their answers compare with their peers’ without fear of public exposure. This feature is particularly suited to tutorials, where students might be reluctant to speak up but are often more willing to participate anonymously.
Why it makes a difference
One of the most significant benefits I have observed is the way JazzQuiz allows for immediate teaching adaptation based on student performance. When most students answer a question correctly, the class proceeds smoothly. When answers reveal widespread misunderstanding, I pause to address the misconceptions. In such situations, I usually invite students with differing answers to share their reasoning, which leads to a spontaneous dialogue that helps clarify not only the correct answer but the reasoning behind alternative responses. This practice supports students’ conceptual understanding more effectively than simply providing correct answers because it encourages them to actively engage with the material and learn from each other’s perspectives.
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Immediate feedback helps students correct misconceptions while the topic remains fresh in their minds, enhancing both short-term comprehension and long-term retention. In my experience, these interactions frequently lead to more meaningful classroom conversations and a stronger collective understanding of course content.
The tool also contributes substantially to maintaining student engagement. Because questions are delivered regularly throughout tutorial sessions, students remain focused and attentive.
Student feedback and experience
Informal feedback from students has consistently reflected strong support for the use of JazzQuiz. Many have said that the anonymity feature made them more comfortable attempting answers without the fear of public embarrassment if they were wrong. Several students reported that seeing the class-wide response distribution helped them reflect on their own understanding and prompted them to review lecture content when their answers differed from the majority’s.
Importantly, students often remarked that the follow-up discussion proved effective. These conversations frequently illuminated different approaches to problem-solving and clarified areas of confusion that might have persisted without the opportunity to hear diverse perspectives. Students also said that the immediate feedback kept them engaged and encouraged them to take greater responsibility for their own learning.
Limitations and practical considerations
While JazzQuiz offers clear advantages, there are a few limitations. Quality of the questions is critical to success. Effective questions strike a balance between challenging and accessible: overly simple questions add little value, while overly complex ones might overwhelm students and hinder participation. In my experience, questions that require conceptual reasoning or application of knowledge tend to generate the most productive discussions in tutorials.
In addition, although anonymity encourages broad participation, it could also allow a minority of students to disengage or respond carelessly. I have found that setting clear expectations, such as explaining that JazzQuiz is not about catching mistakes but improving understanding, helps align students’ attitudes with the purpose of the activity.
When used thoughtfully, JazzQuiz can significantly enhance the quality of tutorials by turning passive content delivery into an active, engaging and feedback-rich process. It provides a practical, adaptable and student-centred approach that supports both participation and learning. In my own experience, it has transformed the way I teach. It helps me adjust my teaching in real time, promote thoughtful dialogue and create a more inclusive and dynamic learning space.
Ying Feng is assistant professor of strategic management at Xi’an Jiaotong-Liverpool University’s International Business School Suzhou.
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