About this paper

Appears in:
Pages: 6503-6509
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.2480

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

IMPROVING THE LEARNING POTENTIAL OF TAKE-HOME EXAMINATIONS WITH FOLLOW-UP STUDENT COLLABORATION

K. Siren

Loyola University Maryland (UNITED STATES)
Many instructors utilize rigorous take-home examinations as a way to assess students' ability to synthesize and apply knowledge. Such assessments can be contrasted to in-class, timed examinations that may rely more on students' ability to memorize concepts. One potential problem with take-home examinations is the difficulty controlling for student collaboration. However, recent literature suggests that encouraging peer interactions during examinations may enhance student learning. One potential downside to allowing students to collaborate during examinations may be the unequal contribution from, and benefit for, students with different knowledge levels. That is, students who may have the least knowledge to contribute may derive the greatest gain from group work. To counteract any possible uneven benefit for students of various knowledge and skill levels, some assessment practices attempt to balance collaborative testing with more traditional assessment of individual students. In the current study, students in an undergraduate course individually completed a take-home examination. Students then worked collaboratively with other classmates to attempt to improve their answers on the examination. Following the collaboration time, students were surveyed regarding the perceived benefit of the peer interactions for their learning. Additionally, examination answers both pre-and post-collaboration were evaluated to determine whether the peer interactions added accuracy and/or depth to student responses on the examination. Results support the notion that students derive benefit from peer teaching and learning during examinations, particularly when student collaboration occurs after individuals have attempted to respond to the questions on their own. Additionally, when examination questions are the most challenging, student collaboration has the most potential to deepen and broaden the learning experience for all students.
@InProceedings{SIREN2017IMP,
author = {Siren, K.},
title = {IMPROVING THE LEARNING POTENTIAL OF TAKE-HOME EXAMINATIONS WITH FOLLOW-UP STUDENT COLLABORATION},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.2480},
url = {http://dx.doi.org/10.21125/edulearn.2017.2480},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {6503-6509}}
TY - CONF
AU - K. Siren
TI - IMPROVING THE LEARNING POTENTIAL OF TAKE-HOME EXAMINATIONS WITH FOLLOW-UP STUDENT COLLABORATION
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.2480
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 6503
EP - 6509
ER -
K. Siren (2017) IMPROVING THE LEARNING POTENTIAL OF TAKE-HOME EXAMINATIONS WITH FOLLOW-UP STUDENT COLLABORATION, EDULEARN17 Proceedings, pp. 6503-6509.
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