group quizzes as an assessment that supports learning
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Group quizzes as an assessment that supports learning. Joss Ives – Department of Physics, University of the Fraser Valley (Abbotsford, BC). [email protected] Blog: http://learnification.wordpress.com Twitter: @ jossives. - PowerPoint PPT PresentationTRANSCRIPT
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Group quizzes as an assessment that supports learning
Joss Ives – Department of Physics,
University of the Fraser Valley (Abbotsford, BC)
[email protected]: http://learnification.wordpress.comTwitter: @jossives
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After an exam, students will often hang out in the hallway to discuss the exam
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After an exam, students will often hang out in the hallway to discuss the exam
Which equation should I have used for question 3?
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After an exam, students will often hang out in the hallway to discuss the exam
I totally nailed number 2. I have got to tell these guys what I did.
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After an exam, students will often hang out in the hallway to discuss the exam
Now that I’m saying it out loud, I realize where I went wrong on #1
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I see group quizzes as a way to bottle that moment
Now I get it!
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My implementation
Strengths & weakneses
My findings
OUTLINE
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My implementation(weekly quiz)
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The individual quiz has 4 to 6 items and takes 20 minutes to write
1. Multiple- choice questions
2. Ranking tasks
3. Short problems
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All quiz questions are converted to multiple-choice and the the group component takes 10 minutes
A! B!
C!
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They receive immediate feedback thanks to the scratch cards
$85 / 500 card» $0.17 / card
(or chop up the cards with 50 questions each and the cost drops below $0.05 / card)
http://www.epsteineducation.com
[Other methods to provide immediate feedback include LMSs, online homework systems and some clickers]
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Their overall quiz grade is 75% from their individual score and 25% from their group score
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Strengths&
Weaknesses
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Both students benefit when one explains an idea to the other
?
!
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The group quiz is the highest level of student engagement I have observed in any of my courses
VS.
Even the shyest students
participate
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My students really like the format
Group midterm?Please!!!
[Note: I have used these in my intro calculus-based courses as well as my 3rd-year Quantum Mechanics I course and the feedback from students has been overwhelmingly positive]
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My students feel that the group quizzes make a large contribution to their learning?
“How much do you feel that group quizzes have contributed to your learning so far in this course?” [W2012, PHYS112]
A) A large contribution to my learning.B) A small contribution to my learning.C) They don’t contribute to my learning.
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Immediate feedback means that they learn the correct answer when they are most receptive
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Anecdotally, they are not satisfied when they find the correct answer through guessing
CAN YOU EXPLAIN TO US WHY E IS THE CORRECT ANSWER?
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The most obvious weakness is that this format requires extra time
[For people already using quizzes in their courses, the extra 10 minutes required to add the group component is worth whatever 10 minutes needed to come out]
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Writing the individual quiz first moderates worries about social loafers receiving free marks
FREEMARKS
(bwahaha)
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Scratching tends to be very democratic, which means that the loudest person doesn’t usually dominate
A!
C
C
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There is no compelling evidence that answering first individually improves group performance or learning
I => G (Indi-vidual)
I => G (Group) Group First0
1020304050607080
Perc
enta
ge C
orre
ct (%
)
56±1%
[C. Singh, AJP 73 (5), May 2005]
[Note: This suggests a lack of evidence for the best practice suggestion for Mazur’s Peer Instruction (and Think-Pair-Share) that it is crucial that the students vote first individually before they have group discussions]
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My Findings
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The questions are reasonably challenging for the students
Group Questions
Individual Questions
All
Questions(n=1008)
57.3 1.6%
(n=578)
97.8 0.6%
(n=565)
2.2 0.6%(n=13)
42.7 1.6%
(n=430)
73.0 2.1%
(n=314)
27.0 2.1%
(n=116)
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Correct individuals are infrequently led astray
Group Questions
Individual Questions
All
Questions(n=1008)
57.3 1.6%
(n=578)
97.8 0.6%
(n=565)
2.2 0.6%(n=13)
42.7 1.6%
(n=430)
73.0 2.1%
(n=314)
27.0 2.1%
(n=116)
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The group usually outperforms its strongest individual
Group > Individual (n=209)
Group = Individual (n=61)
Group < Individual (n=21)
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
71.8%
21.0%7.2%
Perc
enta
ge
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The results for incorrect individuals are consistent with them being in a group with a correct individual
Group Questions
Individual Questions
All
Questions(n=1008)
57.3 1.6%
(n=578)
97.8 0.6%
(n=565)
2.2 0.6%(n=13)
42.7 1.6%
(n=430)
73.0 2.1%
(n=314)
27.0 2.1%
(n=116)
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0
10
20
30
40
50
60
Grou
p qu
estio
n co
rrec
t aft
er a
ll in
divi
dual
s w
ere
inco
rrec
t (%
)
Groups composed of only incorrect individuals show good evidence of learning
Me Singh Me Gilley
[C. Singh, AJP 73 (5), May 2005] [B. Gilley, S. Harris, Poster, GSA 2012]
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Half of the time incorrect groups will the find correct answer on their second try
Group Questions
Individual Questions
All
Questions(n=1008)
57.3 1.6%
(n=578)
97.8 0.6%
(n=565)
2.2 0.6%(n=13)
42.7 1.6%
(n=430)
73.0 2.1%
(n=314)
27.0 2.1%
(n=116)
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And this is significantly better than chance
Correct Incorrect 1 Mistake 2 Mistakes 3 Mistakes 4 Mistakes0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
Grou
p (c
orre
ct a
fter x
mist
akes
)
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In summary: group quizzes
1. Learning takes place2. Students like them
3. Take extra time but worth it(stay tuned for results from this past year)
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Group exams pros from other literature
• Development of collaboration skills [1].• Students enjoy them and there is an increase
in overall enjoyment of course [1].• Promote higher-level thinking [2].• Increase in student retention of information [3] (Note that Ref. 3 did not control for
time on task).• Improved student learning [2,4].
[1] Stearns, S. (1996). Collaborative Exams as Learning Tools. College Teaching, 44, 111–112.[2] Yuretich, R., Khan, S. & Leckie, R. (2001). Active-learning methods to improve student performance and scientific interest in a large introductory oceanography course. Journal of Geoscience Education, 49, 111–119.[3] Cortright, R.N., Collins, H.L., Rodenbaugh D.W. & DiCarlo, S.T. (2003). Student retention of course content is improved by collaborative-group testing, Advan. Physiol. Edu. 27: 102-108.[4] Gilley, B. & Harris, S. (2010). Group quizzes as a learning experience in an introductory lab, Poster presented at Geological Society of America 2010 Annual Meeting.Acknowledgement: The references, discussion of group exams pros/cons and some of the analysis borrow heavily from Ref. [4] (thanks Brett!).