Title

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

Publication Type and Release Option

Event

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Jan 24th, 4:15 PM Jan 24th, 5:30 PM

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.