Abstract
College students resist required reading assignments. Likewise, faculty are reluctant to quiz on reading assignments for fear of evoking disapproval. Measurement of reading compliance allows instructors to demonstrate a connection between reading preparation and subsequent success on final exams. The first study suggested that self-reports of reading compliance are invalid because of distortion on the part of students. A separate archival study demonstrated utility of the initial surprise quiz in predicting scores on final exams. Instructors might consider surprise quizzes to reinforce effort, illustrate practical benefits of reading preparation, and emphasize students' responsibility in the learning enterprise.
