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Abstract Title: Investigating a collaborative group exam as an instructional tool to address student reasoning difficulties that remain even after instruction
Abstract: Many students tend to provide intuitively appealing (but incorrect) responses to some physics questions despite demonstrating (on isomorphic questions) the formal knowledge necessary to reason correctly. These inconsistencies in reasoning are persistent and remain even after evidence-based instruction. This project probed whether a collaborative group exam could serve not only as an innovative assessment tool but also as an instructional intervention that helps addresses persistent reasoning difficulties. Specifically, students were given opportunities to revisit their answers to questions known to elicit intuitively appealing responses in a collaborative group exam component immediately following a traditional individual exam. The efficacy of this approach was compared to that of a more traditional instructor-led exam review session. Both approaches yielded moderate improvements in performance on the final exam. However, additional multi-faceted data analysis provided further insights into student reasoning difficulties that suggested further implication for instruction and research.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: 3.L4
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Alistair McInerny
North Dakota State University
Fargo, ND 58102
Phone: 2063838875
and Co-Presenter(s)
Mila Kryjevskaia, North Dakota State University