Group Formation on Physics Exams

Abstract

As our classrooms become more active and collaborative, we need to consider ways that our assessments can take on the same active and collaborative spirit that our classes have. One way that we can accomplish this goal is through the use of group exams. In exams at Texas State University and East Carolina University, we have utilized a two-phase exam format allowing open collaboration-that is, allowing students to form their own groups. We have analyzed self-reported collaboration data and find that the room influences how students will associate with each other. We have also compared collaboration patterns evident in student responses for students in open collaboration settings to students in closed collaboration settings.

Information flow in group exams

“…Students in our study taking group exams recorded their collaboration networks as described previously [1], by recording who they worked with mostly and sometimes on their exam answer sheet. While some students marked that they "sometimes" worked with others, this response was infrequently chosen, and we therefore created our exam networks by considering only the "mostly" networks.…”

“…At East Carolina University and Texas State University, some instructors have been giving two-phase exams in our introductory calculus-based physics courses, where the same exam is taken twice-first individually, then as a group [1]. A salient feature of this implementation is the use of open collaboration.…”

“…In particular, students choose their collaborators and may switch between multiple groups during the course of the exam. Previously [1], we have used network analysis tools to describe the groups that students form in open collaboration settings. This showed that student collaboration behaviors are influenced by things such as the furniture in a room.…”

“…This showed that student collaboration behaviors are influenced by things such as the furniture in a room. Specifically, rooms with large round tables led to larger groups being created than tiered classrooms with individual movable desks [1]. Additionally, the group behaviors of students working in an open-collaboration environment were compared using metrics created by Beatty to the group behaviors of students in pre-determined groups [2].…”

“…As a part of that transition, many instructors are using collaborative exams in addition to individual exams [1][2][3][4][5][6]. The PER community has long used assessments as a way of learning about our students.…”