The Two-Stage Examination: Assessment for Collaborative Learning
Journal Title: European Journal of Teaching and Education - Year 2020, Vol 2, Issue 4
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 studentsâ engagement, learning and performance. It is an initiative to support Student Success project at Kent 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. The data used for the analysis is studentsâ overall performance in the module and also the data collected by distributing a questionnaire to students at the end of the academic term in addition to online-survey conducted during the final exam preparation period. Studentsâ performance of the targeted module has been recorded, analysed and contrasted with the previous year cohort. In addition, studentsâ feedback related to their learning experience is recorded and anlaysed. As per the studentsâ performance, questionnaire and survey analysis results, one can consider that the 2-stage examination is a unique assessment, beneficial and very useful for final examination preparation.
Authors and Affiliations
Sahar Al-Sudani,
Keywords
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- EP ID EP743370
- DOI https://doi.org/10.33422/ejte.v2i4.526
- Views 11
- Downloads 0
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