Evidence-based best practices for two-stage collaborative exams

Title Evidence-based best practices for two-stage collaborative exams
Faculty/College/Unit Science
Status Active
Duration 2 Year
Initiation 04/01/2017
Funding Details
Year 1: Project Year Year 1
Year 1: Funding Year 2017/2018
Year 1: Project Type Small TLEF
Year 1: Principal Investigator Joss Ives
Year 1: Funded Amount 17,672
Year 1: Team Members

Jared Stang, Science Teaching and Learning Fellow, Physics and Astronomy

Project Summary

Two-stage 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 formative feedback to what is traditionally a summative experience: an exam. In this project, we aim to better understand the precise outcomes of this classroom innovation and how different implementation choices affect these outcomes. We will do this by (A) investigating student engagement in group exams through video analysis; (B) developing a flexible student survey to measure outcomes across implementations (as corroborated by performance metrics and video analysis); and (C) developing a faculty survey/inventory to collect both the range of implementations of group exams and expert recommendations about these implementations. Through this process we will create, curate, and disseminate group exam best practices, facilitating further and improved adoption of this teaching innovation across UBC.