Students’ reasoning during the group portion of a two-stage exam
Conference Tracks
Assessment and SoTL - Research
Abstract
For a two-stage exam, students first write their exam individually and then repeat it in a small group. Previous research shows that exam scores increase from the individual to the group stage. Yet, why this increase occurs has been minimally investigated. In our study, we analyzed the transcripts of audio-recordings of students’ conversations during the group stage of a first-year calculus exam. Our analysis found that students used multiple ways to reason towards their answers that ranged from using multiple choice guessing to combining multiple concepts. Our presentation will provide examples of these different ways and discuss the implications.
Session Format
Research Brief and Reflection Panels
Location
Room 1
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Roettger, Eric and Lemieux, Collette, "Students’ reasoning during the group portion of a two-stage exam" (2019). SoTL Commons Conference. 61.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/61
Students’ reasoning during the group portion of a two-stage exam
Room 1
For a two-stage exam, students first write their exam individually and then repeat it in a small group. Previous research shows that exam scores increase from the individual to the group stage. Yet, why this increase occurs has been minimally investigated. In our study, we analyzed the transcripts of audio-recordings of students’ conversations during the group stage of a first-year calculus exam. Our analysis found that students used multiple ways to reason towards their answers that ranged from using multiple choice guessing to combining multiple concepts. Our presentation will provide examples of these different ways and discuss the implications.
