Physics Exams that Promote Collaborative Learning
Physics Exams that Promote Collaborative Learning
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促进协作学习的物理考试
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
C. Heiner
中科院分区：
文献类型：
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作者：
C. Wieman;G. Rieger;C. Heiner
两阶段考试是将合作学习和形成性评估引入考试的一种相对简单的方法。在不列颠哥伦比亚省大学的物理系，这种方法的使用正在迅速增长，因为学生和教师都认为这是有益的。在两个阶段的考试中，学生首先完成并单独提交考试，然后以小组为单位再次回答考试问题。在第二阶段，房间里充满了激烈而有效的辩论，几乎每个学生都参与其中。这为学生提供了通过与同龄人讨论提供的即时有针对性的反馈。此外，我们看到的迹象表明，这种考试形式的使用不仅确保了互动课程组件的一致性，但它也积极影响学生如何接近其他协作课程组件。这是在不失去对个人表现的总结性评估的情况下完成的，这是大多数教师对考试的期望。在本文中，我们描述了如何实施两阶段考试，并提供论据，为什么他们应该使用互动参与和社会/协作学习方法的物理课程的一部分。
The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and then, working in small groups, answer the exam questions again. During the second stage, the room is filled with spirited and effective debate with nearly every student participating. This provides students with immediate targeted feedback supplied by discussions with their peers. Furthermore, we see indications that the use of this exam format not only ensures consistency across interactive course components, but it also positively impacts how students approach the other collaborative course components. This is accomplished without losing the summative assessment of individual performance that is the expectation of exams for most instructors. In this paper we describe how to implement two-stage exams and provide arguments why they should be part of physics courses that use interactive engagement and social/collaborative learning methods.