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Suggestions for Use of Equipment: I will furnish you with several examples of systems of scoring I have used in the classroom in the past.
Typical Game: Twenty questions per game with an extra five questions made up for use as tie-breakers - It is best if questions require short, concise answers. I would usually write out questions and answers on individual slips of paper which I would randomly draw from a container. I would typically use questions generated from test banks (which are often furnished with textbooks), workbook questions, questions located in chapter and unit reviews. Ten points would be awarded for each correct answer, wrong answer awarded minus five points (this cuts down on wild guessing factor) In one version of quizzing where one team plays another, the corresponding team member would be given the chance to answer a missed question. This team member gets points for answering question correctly but does not get penalized for a missed answer. Personnel needed: Moderator, Scorekeeper,
Timer Timer needs a stopwatch - after pushing button and being recognized student must start to answer within fifteen seconds and finish within 45 seconds (one minute total time) or wrong answer penalty will be recorded. In rare cases it is possible to have a tie using the quiz equipment, have some kind of method in mind for breaking a tie. (flip of a coin is suggested)
Chapter and Unit Review: I would often use quizzing equipment for chapter and unit review. Using my grade-book I would pick my ten highest grades in class and have them play for a one through ten ranking in the classroom. (in this version everyone for themselves) Usually I would pick twenty-five to fifty questions for this procedure. The first person to answer three questions correctly without any mistakes in between would be ranked number one in the classroom, the next quizzer to do the same would be number two (etc.). I would also work the ranking in reverse order at the same time, the first person to miss three questions would be ranked number ten and the next to miss three questions would be ranked number nine (etc.). This eliminates the pushing of buttons to be pushing buttons - syndrome. As soon as somebody is officially ranked, they back away from the equipment (they are then done with the quizzing process). When we finished with the questions we would then total scores to determine the rest of the ranking. I would usually award ten points for each correct answer and minus five points for each incorrect answer.
Extra Credit: At the end of the year, I worked out a system of extra credit grades according to ranking. It went like this: first three positions, three extra credit A's; positions four through six, two extra credit A's; seven through nine, one extra credit A; position number ten, no extra credit. To make this truly an interesting classroom experience for all students, I would have a challenge day for any class member not ranked one through ten. Any student not ranked had the right to challenge any ranked student, and if the challenger won he or she would obtain that ranking. The game would be set up for one-on-one play. (five questions would be asked) If there was a tie, the ranked player would maintain that position. If the ranked player lost, they would become one of the unranked. I would usually ask unranked class members several days before challenge day if they wished to challenge. I would always have from five to seven students who wanted to take on the ranked students. To make things even more interesting, they would not tell me or the students who they were going to challenge until the day of the game. On the day of the game I would randomly draw the names of the challengers out of a container. Once I drew a name, they would tell me who of the ranking members they were going to challenge. If any of the top ten were missing that day their slot could be challenged - (not a good day to be gone if a ranked member of the class) Throughout the year I would alternate between having my ranked players playing each other and the next quizzing session having a challenge day, with the unranked going for ranked positions. Please keep in mind that we are trying to have fun, but at the same time, reviewing textbook material, and having the experience of academic competition. If you have a large number of classes in the same subject area try interclass quizzing, it's a great way of creating classroom spirit in the academics. If you are in a larger school district, interschool academic quizzing is also a possibility.
Special Warnings: When changing batteries in the control box do not over-tighten the Phillips screws holding the plastic plate; this plate will crack easily if screws are over-tightened. Small children should be closely supervised when using this equipment. Although we have made every attempt at making this equipment as safe to use as humanly possible, we are also aware of a famous law called Murphy's Law.
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User Diagrams for the Arbitrator One
One group against another group using single button
units
Person that knows answer in group reaches in and pushes
button
One on one using single button modules
Person that knows answer pushes button
Two teams of two players
Two teams of four playrs
Two teams of five players
Note: The teams do not have to be the same size. Larger
teams are
possible with the purchase of additional button
modules.