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This poster is submitted as my Digital Artefact in support of my Associate Fellowship application. It presents the pedagogic rationale for using low-stakes quizzes in PGR teaching, alongside practical strategies for their implementation in both synchronous and asynchronous online environments. Drawing on my teaching practice, the poster outlines how quizzes can be used diagnostically to identify gaps in learning and formatively to support active engagement, check understanding, and provide timely feedback. It also highlights how carefully designed question types, such as MCQs and short-answer responses, can develop key analytical skills, including critical evaluation, application, and interpretation. The poster is informed by student feedback and indicative outcomes, demonstrating the effectiveness of quiz-based approaches in promoting interaction and supporting learning in virtual settings. Above all, the poster reflects an evidence-informed, learner-centred approach to digital pedagogy, aligned with the expectations of Associate Fellowship.