Event Date & Time
Pillar: Transformative Learning
Two-phase collaborative exams or group exams, in which students first complete the exam individually and then form groups to complete the same or similar questions are a flexible and effective method for adding immediate formative feedback to what is traditionally a summative experience. This workshop will support participants to engage with the evidence for including a group phase and to develop their own two-phase exam implementation plan.
Specifically, by the end of this workshop, participants will be able to:
- Articulate the rationales for adding a group phase to a summative solo assessment.
- Develop their own implementation plan for a group exam, in their context.
- Provide specific recommendations to their students to maximize the student benefit from a group exam.
The workshop will be collaborative and participatory, including a mock two-phase exam, a group-exam implementation worksheet, and an open discussion focussed on how to support students to maximize their productive engagement during a group exam.
Jared Stang, Lecturer, Department of Physics & Astronomy
Joss Ives, Instructor, Department of Physics & Astronomy
- Gilley, B.H., Clarkston B. “Collaborative testing: Evidence of learning in a controlled in-class study of undergraduate students.” Journal of College Science Teaching 43.3 (2014): 83-91.
- Gibbs, G., Simpson C. “Conditions under which assessment supports studentsâ€™ learning.” Learning and teaching in higher education 1 (2005): 3-31.
- Ives, J. “Measuring the Learning from Two-Stage Collaborative Group Exams.” 2014 PERC Proceedings [Minneapolis, MN, July 30-31, 2014], edited by P. V. Engelhardt, A. D. Churukian, and D. L. Jones, doi:10.1119/perc.2014.pr.027.