Proposal Title
Session Type
Short and Tweet
Room
PAB 148
Start Date
9-7-2013 2:45 PM
Keywords
Evaluation, collaboration, multiple-choice questions, discussion
Primary Threads
Evaluation of Learning
Abstract
Collaboration is a technique used to promote deep learning but it is not often associated with evaluation. An article in “The Teaching Professor” newsletter led me to a study using a collaborative evaluation technique1. I’ve adapted this technique for use in a first year biochemistry tutorial for nursing students, with much success. The exercise allows students to answer a multiple choice quiz on their own, then discuss the questions in a group with the opportunity to change their answers after the discussion. Along with individual answers, students are able to assign a confidence value to their answers. Their final grade, marked by switching papers with another group, reflects the confidence they assigned to their answer. Papers are returned to their owners after marking and teaching assistants give immediate feedback on rationale behind both correct and incorrect answers. Anecdotal evidence (via personal conversations with students) highlights that the exercise allows students to identify learning gaps/misconceptions, promotes integration of content and provides a high level of student satisfaction. This short session will discuss the technique along with the pedagogical theories behind its development and adaption.
Under 140 character conclusion:
Collaborative testing exercise promotes integration, deep learning and student satisfaction
1Erica J. Sainsbury & Richard A. Walker (2008): Assessment as a vehicle for learning: extending collaboration into testing, Assessment & Evaluation in Higher Education, 33:2,103-117
Media Format
flash_audio
Evaluation with Collaboration
PAB 148
Collaboration is a technique used to promote deep learning but it is not often associated with evaluation. An article in “The Teaching Professor” newsletter led me to a study using a collaborative evaluation technique1. I’ve adapted this technique for use in a first year biochemistry tutorial for nursing students, with much success. The exercise allows students to answer a multiple choice quiz on their own, then discuss the questions in a group with the opportunity to change their answers after the discussion. Along with individual answers, students are able to assign a confidence value to their answers. Their final grade, marked by switching papers with another group, reflects the confidence they assigned to their answer. Papers are returned to their owners after marking and teaching assistants give immediate feedback on rationale behind both correct and incorrect answers. Anecdotal evidence (via personal conversations with students) highlights that the exercise allows students to identify learning gaps/misconceptions, promotes integration of content and provides a high level of student satisfaction. This short session will discuss the technique along with the pedagogical theories behind its development and adaption.
Under 140 character conclusion:
Collaborative testing exercise promotes integration, deep learning and student satisfaction
1Erica J. Sainsbury & Richard A. Walker (2008): Assessment as a vehicle for learning: extending collaboration into testing, Assessment & Evaluation in Higher Education, 33:2,103-117