CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Group-examination improves learning for low-achieving students
Tác giả
Macpherson G.L.; Lee Y.-J.; Steeples D.
Năm xuất bản
2011
Source title
Journal of Geoscience Education
Số trích dẫn
11
DOI
10.5408/1.3543930
Liên kết
Tóm tắt
An introductory geology class that satisfies a liberal arts distribution requirement was used to investigate the benefits of allowing discussion during assessments. For three term examinations, students completed short- to medium-length essay tests individually (individual examination) and then again as part of an assigned group of four to five students (group examination). The comprehensive final examination for the course was multiple-choice and true-false questions, with 75% of the questions covering material on the term examinations and 25% of the questions covering material not tested previously. Students generally favored the group examinations, both midway through the course and at the end of the course, but final examination results were mixed. Those whose scores increased the most in the group examinations tended to have higher percentage correct on both previously tested and new material on the final examination. Those whose groupexamination scores were not much better than their individual scores performed at a level similar to or slightly worse than their performance on the term examinations. This suggests that low-achieving students benefit the most from the group examinations. Using the group-examination format in a large class will require a clear rubric for grading by multiple graders, but is expected to result in higher success for low achievers. © 2011 National Association of Geoscience Teachers.
Từ khóa
Tài liệu tham khảo
Ben-Ari R., Kedem-Friedrich P., Restructuring heterogeneous classes for cognitive development: Social interactive perspective, Instructional Science, 28, pp. 153-167, (2000); Blumenfeld P.C., Marx R.W., Soloway E., Krajcik J., Learning with peers: From small group cooperation to collaborative communities, Educational Researcher, 25, pp. 37-40, (1996); Bykert-Kauffman A.B., Using cooperative learning in college geology classes, Journal of Geoscience Education, 43, pp. 309-316, (1995); Crouch C.H., Mazur E., Peer instruction: Ten years of experience and results, American Journal of Physics, 69, pp. 970-977, (2001); Fagen A.P., Crouch C.H., Mazur E., Peer instruction: Results from a range of classrooms, The Physics Teacher, 40, pp. 206-209, (2002); Kovac J., Student active learning methods in general chemistry, Journal of Chemical Education, 76, pp. 120-124, (1999); Macdonald R.H., Korinek L., Cooperative-learning activities in large entry-level geology courses, Journal of Geoscience Education, 43, pp. 341-345, (1995); McConnell D.A., Steer D.N., Owens K.D., Knott J.R., van Horn S., Borowski W., Dick J., Foos A., Malone M., McGrew H., Greer L., Heaney P.J., Using conceptests to assess and improve student conceptual understanding in introductory geoscience courses, Journal of Geoscience Education, 54, pp. 61-68, (2006); Mazur E., Peer Instruction: A User's Manual, (1997); Pear J.J., Crone-Todd D.E., A social constructivist approach to computer-mediated instruction, Computers & Education, 38, pp. 221-231, (2002); Sheldon A., Improve Student Learning Through Tiered Exams, (2006); Tewksbury B.J., Specific strategies for using the "Jigsaw" Technique for working in groups in non-lecture-based courses, Journal of Geoscience Education, 43, pp. 322-326, (1995); Tewksbury B.J., Macdonald R.H., Designing Effective and Innovative Courses, (2005); Tobin K., The Practice of Constructivism in Science Education, (1993); Vygotsky L., Mind in Society: Development of Higher Psychological Processes, (1978); Yuretich R.F., Khan S., Leckie R.M., Clement J.J., Active-learning methods to improve student performance and scientific interest in a large introductory oceanography course, Journal of Geoscience Education, 49, pp. 111-119, (2001)
Nơi xuất bản
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus