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Learning from Team Quizzes in CS2
Conference proceeding   Open access

Learning from Team Quizzes in CS2

Yeajin Ham and Brandon D Myers
SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, pp.362-368
SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education (03/13/2023–03/20/2023)
03/05/2021
DOI: 10.1145/3408877.3432412
Appears in  UI Libraries Support Open Access
url
https://doi.org/10.1145/3408877.3432412View
Published (Version of record) Open Access

Abstract

Collaborative assessments, in which students take an individual assessment and then retake it with peers, are valued by students and contribute to learning. We studied a collaborative assessment technique as part of an instructional strategy called Team-Based Learning (TBL). This environment differs from those of prior studies on collaborative assessments in computing. Specifically, TBL uses teams over informal groups and 'medium-stakes' formative assessment that provides accountability for learning. We asked whether collaborative quizzes contribute to immediate conceptual understanding in CS2 and whether students improve the use of and attitudes toward peer learning over time. In our within-subjects study, we found learning gains on average and with three of five quizzes. We used a self-reported measure of team learning to model improvements in score, but it was not predictive. Looking across quizzes, we found modest evidence of improved learning over time, and by using pre/post semester surveys, we found an improvement in two of three measures of attitude towards peer learning.
 CS2 peer instruction collaborative assessment team-based learning two-stage exams UIOWA OA Agreement

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