Tested Studies for Laboratory Teaching (ABLE Proceedings)

Title:

Group Testing to Enhance Collaborative Learning

Url:

http://www.ableweb.org/volumes/vol-37/v37reprint.php?ch=60

Author:

Paul Lipton
Kathryn Spilios

Author's Address:

Boston University, CAS Neuroscience, MA
Boston University, Department of Biology

Email Address:

kspilios@bu.edu

Description: Several introductory science courses at Boston University use an easy to implement two-stage
collaborative exam format to 1) Use the exam as a learning experience, 2) incentivize and reward small
group work, and 3) mitigate post-exam anxiety that trails students as they fret over correct answers.
Modeled on the Immediate Feedback Assessment Technique (IF-AT; Rieger and Heiner, 2014), students
first answer questions individually, then answer the same questions in small groups. Because students
are highly motivated during exams, permission to discuss the material yields intense focus and
engagement that helps to solidify understanding and encourage teamwork. This model may be adapted
to classes of any size, level, or format. Participants will learn how these collaborative tests are used and
see video clips of the process. Participants will then complete a group assessment and we will end with a brainstorming session on how this technique can be applied to various learning situations.

Keywords:

group testing

Topic:

Teaching Tools and Techniques

BEN Subject/Discipline Taxonomy:

Teaching Tools and Techniques

Learning Resource Type:

Assignment/Activity non-laboratory (DCMI Type Vocabulary)

Context:

Undergraduate lower division 13-14
Undergraduate upper division 15-16

Format:

pdf