Abstract:

Collaborative learning has proven to be an effective pedagogical approach that is gaining broad acceptance across STEM disciplines and other academic areas. Some early examples in the field of Physics Education include studio physics [1] and Peer Instruction [2]. While classroom activities are often the focus for such collaborative work, assessments have primarily remained the province of individual effort. For summative assessment, this is entirely appropriate, but for formative assessment, it is reasonable to “bend the rules” a bit. Since the latter can be treated more like a training exercise than a formal evaluation, the notion of incorporating a collaborative element into such an assessment can offer advantages beyond the range of regular classroom activities.

In the U.S., frequent testing has typically been the norm [3]. Most classes have 2-3 mid-term exams, and all classes culminate with a comprehensive final exam. Moreover, there are often low-stakes quizzes given every week or so to help students gauge their progress. The situation in Europe, however, is quite different. Generally, the final grade for a course is determined entirely by one single final exam, and no intermediate assessments of any kind are offered during the semester.

We have leveraged the frequency of low-stakes quizzes to exploit these formative assessments as opportunities for meaningful student learning. We have instituted a novel and dynamic method for quizzes that combines individual student accountability with the benefits of collaborative group learning.

Quizzes consist of two parts:
(1) students work alone to answer 10 multiple-choice questions worth 50 points, then
(2) students work together in groups on the same questions using IF-AT scratch-off cards [4] worth another 50 points.

These cards are similar to lottery tickets, with 5 covered answer boxes hiding the one correct answer. In their groups, students discuss the questions, converge to a collective answer, and then scratch off that box to get instant feedback. If correct, they get full credit. If incorrect, they continue to discuss and scratch off a second (or third) box for reduced credit. A student’s total quiz score (out of 100 points) is based on the individual portion plus the group portion.

While there is some minimal pressure in the individual portion of the quiz, it is mitigated by the added points in the group phase which are earned through fruitful exchanges with the other group members. Students find the group interactions highly engaging and the suspense of revealing the hidden answer boxes quite stimulating. They take the answer selection very seriously (for fear of losing valuable points!), and this helps focus their attention on the relevant physics concepts that are being probed by the questions. Upon completion of the quiz, all correct answers are revealed, and each student knows his/her score. This feedback loop, coupled with the group discussion and the self-correction option, provides a powerful learning experience for the students.

References:
[1] J.M. Wilson, The CUPLE Physics Studio, The Physics Teacher 32 (1994) 518-523.
[2] E. Mazur, Peer Instruction: A User’s Manual (Prentice-Hall, New Jersey, 1997).
[3] A.M. Paul, Researchers Find that Frequent Tests Can Boost Learning, Scientific American 313 (2015).
[4] IF-AT is an acronym for “Immediate Feedback Assessment Technique” created by Epstein Educational Enterprises (www.epsteineducation.com).

Keywords:

Collaborative learning, formative assessment, immediate feedback, frequent testing.