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- Title
Aligning Assessment to Instruction: Collaborative Group Testing in Large-Enrollment Science Classes.
- Authors
Siegel, Marcelle A.; Roberts, Tina M.; Freyermuth, Sharyn K.; Witzig, Stephen B.; Izci, Kemal
- Abstract
We describe a collaborative group-testing strategy implemented and studied in undergraduate science classes. This project investigated how the assessment strategy relates to student performance and perceptions about collaboration and focused on two sections of an undergraduate biotechnology course taught in separate semesters. We compared scores of 115 students on paired individual and group test questions of related concepts during two course exams. Interviews were conducted with students (n = 9) to identify perceptions, and interviews were conducted with faculty (n = 6) to explore instructors' reactions to the assessment strategy. Interviewed instructors included both those directly involved in the biotechnology course and others at institutions that trialed the collaborative group-testing strategy within the context of their science courses. Findings showed statistically significant higher performance on the group portion of the test, implemented first, versus the individual portion of the test, implemented second. Students reported that the collaborative assessment strategy helped to (a) stimulate thinking, (b) build ideas, (c) improve engagement, and (d) reduce test anxiety. Faculty reported that (a) students learned through the process, (b) they gained an appreciation of students' collaborative skills, and (d) they found the strategy particularly helpful for students with diverse abilities. College instructors who use collaboration in the classroom should explore group assessment strategies to improve alignment between instruction and assessment.
- Subjects
TEACHING methods; CURRICULUM-based assessment; GROUP testing; UNDERGRADUATES; BIOTECHNOLOGY study &; teaching; STUDENT engagement; COLLABORATIVE learning; TEST anxiety
- Publication
Journal of College Science Teaching, 2015, Vol 44, Issue 6, p74
- ISSN
0047-231X
- Publication type
Article
- DOI
10.2505/4/jcst15_044_06_74