Abstract
The work presented in this paper is related to the use of the two-stage examination assessment to promote collaborative learning that has an impact on students’ engagement, learning and performance. It is an initiative to support student success project at a UK University. The project aims to reduce the attainment gap of various cohorts of students and enhance their academic performance. This paper presents the analysis and results obtained by applying the 2-stage examination assessment in a second-year undergraduate computer science module entitled Software Engineering Process.
The 2-stage examination used in this study has proven that effective learning can take place when students work collaboratively in the examination. The data used for the analysis is collected by distributing a questionnaire to students at the end of the academic term and online-survey conducted during the exam preparation period.
As per the questionnaire and survey results, high percentage of students consider that the 2-stage examination is a unique assessment, beneficial and very useful for final exams revision. Students’ feedback related to their learning experience is recorded, analysed and compared to Bloom’s Taxonomy of students’ thinking skills. In addition, students’ performance of the targeted module has been recorded, analysed and contrasted with the previous year cohort.
The 2-stage examination used in this study has proven that effective learning can take place when students work collaboratively in the examination. The data used for the analysis is collected by distributing a questionnaire to students at the end of the academic term and online-survey conducted during the exam preparation period.
As per the questionnaire and survey results, high percentage of students consider that the 2-stage examination is a unique assessment, beneficial and very useful for final exams revision. Students’ feedback related to their learning experience is recorded, analysed and compared to Bloom’s Taxonomy of students’ thinking skills. In addition, students’ performance of the targeted module has been recorded, analysed and contrasted with the previous year cohort.
| Original language | English |
|---|---|
| Pages (from-to) | 52-59 |
| Journal | European Journal of Teaching and Education |
| Volume | 2 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 3 Jul 2020 |
Keywords
- 2-stage examination
- assessment for learning
- collaborative learning
- student engagement