Feasibility and Effectiveness of Group Exams in Mathematics Courses

Autor/inn/en	Garaschuk, Kseniya M.; Cytrynbaum, Eric N.
Titel	Feasibility and Effectiveness of Group Exams in Mathematics Courses
Quelle	In: PRIMUS, 29 (2019) 10, S.1061-1079 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2018.1472684
Schlagwörter	Instructional Effectiveness; Mathematics Instruction; Group Testing; Group Activities; Peer Teaching; Teaching Methods; Calculus; Foreign Countries; College Mathematics; Algebra; Multiple Choice Tests; Test Format; Test Length; College Freshmen; Canada + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Gruppentest; Gruppenaktivität; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Ausland; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testentwicklung; Studienanfänger; Kanada
Abstract	Active learning techniques, such as peer instruction and group work, have been gaining a lot of traction in universities. Taking a natural next step in re-evaluating current practices, many institutions recently started experimenting student-centred group exams. In order to assess the feasibility and effectiveness of collaborative assessments, we implemented a study that focuses on lower-level and intermediate-level mathematics courses with large student populations. We collected and analyzed data relating to student material retention, their perceptions of the format, as well as the effects of the group composition (in terms of the strength of its individual members) and question types (multiple choice versus short answer) on the exam success. Although we establish that long-term learning is not strongly influenced by the group exams, students find them useful and enjoyable, with the majority of students preferring group exams to individual ones. Examining group composition and question type results, we conclude that multiple choice questions are more suitable for group exams. We also comment on the format in view of limited people and time resources available for test creation, administration, and marking. Finally, we consider instructor perspectives on the process. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01