2 stage exams: assessments of, for and as learning
TRANSCRIPT
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IAD Course Organisers Forum – Edinburgh, Oct 2015
Two-stage exams!assessments of, for and as learning !
[email protected]@simonpbatesbit.ly/batestalks
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Disclaimers! • Not ours; not new
• Similar to elements of well-established pedagogy e.g. TBL
• But….. Significant due to ease, effectiveness and take-up
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Overview • Define two-stage exams (UBC style)
• Discuss advantages and disadvantages of two-stage exams
• Take your questions on logistics of administering them
• Describe some research done with two-stage exams at UBC
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Group ac3vi3es?
• How often do you use group activities in your classes? • Have you used collaborative assessments with your students
before? • Have you used group exams?
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Group ac3vi3es?
• How often do you use group activities in your classes? • Have you used collaborative assessments with your students
before? • Have you used group / 2-stage / collaborative exams?
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Two-‐stage Exams The basics: Summative assessments During the exam (midterms / final / in-class test) – Students complete then hand in individual exam – Get into groups of 4 to work on a group exam (for about ½
the time of the individual portion)
What they look (and sound!) like http://www.cwsei.ubc.ca/resources/SEI_video.html
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Two-‐stage exams • The Group Exam is identical to the individual exam
(+/- one or two “difficult” questions)
• Students work on the group exam collaboratively Consensus
• The group only gets one exam sheet!
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Two-‐stage exams at UBC At UBC: now well over 100 courses
Physics, Chemistry, Biology, Math, Statistics, Earth, Ocean, and Atmospheric Sciences, Computer Science, Forestry, Pharmacy, Psychology, and Land and Food Systems
Many class formats / assessment types
900 student final exams (that was me J ) 450 student 1st year lectures 20 person laboratories 20 student 4th year seminars 5 student graduate classes
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Advantages
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Advantages Your list: • Nearly instant feedback / reflection • More collaboration • Engagement • Responsibility • Different perspectives • Happier students learn better • Develops group work skills • Lower achieving students get extra explanation • Reduces anxiety
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Advantages • Higher achieving students benefit from explaining and
reinforcing knowledge • ALL students participate! • Quieter students get a chance to contribute even in large
classes • Students like it and believe it helps their learning
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Some Student Comments Phys 250 and EOSC 114
“Some problems, its a good way to find out what you did wrong on the individual exam
almost immediately.”
“Great idea! The group exams give you a chance to go over your answers to the exam
while you still care about the questions.”
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Some Student Comments Phys 250 and EOSC 114
“Discussion over tricky questions facilitate learning immediately and the answer/
concept is stuck in your brain FOREVER!”
“You actually learn what you got wrong right away from a student
perspective”
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Disadvantages Your list
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Possible Disadvantages • “Only certain subjects” • Social loafing • Dominant group members • Sidetracked by process • Assigning marks • A & D • Student inexperience with groups! • Time! Shorter exams • Getting “convinced” of wrong answers • Incompatible with curving as standard
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Some Student Comments Phys 250 and EOSC 114
“… That said, there was the issue of excessive discussion in the group exam. That is, there were
several times where a part of a question was contentious within our group and the ensuing debate, frequently ended only by calling over
<instructor>, often took up so much time that doing the last few questions was hurried and messy.”
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Feedback from EOSC 114 “Group Exams are…”
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Posi3ve ‘because…’ comments
Discussion 48 Learn why you were wrong 37 New perspectives 29 Better grades 21 Instant feedback 16 Review 10 Build confidence 8 Understand questions better 6 Learn techniques from others 6 Other 27 Total 208
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Nega3ve ‘because…’ comments
Coming to consensus 21 Time consuming 13 Unbalanced knowledge in group 6 Convinced of wrong answer 3 Realize did poorly individually 3 Worth too much 2 Other 8 Total 56
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Your ques3ons on logis3cs?
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How Groups Choose (EOSC 111)
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Research evidence for effec3veness
Gilley, B.H. and Clarkston, B. (2014) Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students Journal of College Science Teaching Vol. 43 No. 3
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Resources • Journal articles: – Gilley & Clarkston (2014) Journal of College Science
Teaching Vol. 43 No. 3 – Rieger & Heiner (2014) Journal of College Science
Teaching Vol. 43 No. 4 – Wieman, Rieger & Heiner (2014) Phys. Teach. Vol 52
• For more information and videos visit: http://blogs.ubc.ca/eoassei/two-stage-exams/ • Misc articles:
http://www.macleans.ca/education/multiple-choice-multiple-students/ http://blogs.ubc.ca/catherinerawn/2014/07/22/two-stage-exam-introduction-and-resources/ https://teachingcommons.stanford.edu/teaching-talk/turn-exam-learning-experience-two-stage-exams http://www.artsrn.ualberta.ca/mengel/huco5002014/?p=356