research-article

Turning exams into a learning experience

Authors:

Benjamin Yu,

George Tsiknis,

Meghan AllenAuthors Info & Claims

SIGCSE '10: Proceedings of the 41st ACM technical symposium on Computer science education

Pages 336 - 340

https://doi.org/10.1145/1734263.1734380

Published: 10 March 2010 Publication History

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Abstract

Most students see exams as a stressful experience, having crammed as much as they possibly can and hoping that the material they have studied would indeed be on the exams, and the material that they did not have the time to study for, nor understand, would be overlooked by their professors. At the same time, instructors see exams as formal assessments of student learning. Exams are seldom thought of as a learning experience. In this paper, we report our experiences in the use of two-stage exams as a learning experience for the students in two different courses. In a two-stage exam, students write an exam individually, then they rewrite the same exam in collaboration with three or four other students. One of the main objectives is to encourage peer instruction and promote learning even during the exams. Students obtain immediate feedback during the exam, and initial results have shown that this type of exam format produces some positive effects in later assessment.

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Cited By

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Jang HRashid JLee J(2024)A Qualitative Study of the Experiences and Perceptions of Korean Undergraduates Regarding Two-Stage ExaminationsSustainability10.3390/su1618827316:18(8273)Online publication date: 23-Sep-2024
https://doi.org/10.3390/su16188273
Bozeman RMallett RMitchell LTindale R(2023)May we take the test as a group? Examining group processes and member learning in a collaborative testing environmentActive Learning in Higher Education10.1177/1469787423116334025:3(439-454)Online publication date: 23-Mar-2023
https://doi.org/10.1177/14697874231163340
VanDeGrift TMerkle LDoyle MSheard JSoh LDorn B(2022)Post-Exam Videos for Assessment in Computing CoursesProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499273(230-236)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499273
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Index Terms

Turning exams into a learning experience
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Published In

SIGCSE '10: Proceedings of the 41st ACM technical symposium on Computer science education

March 2010

618 pages

ISBN:9781450300063

DOI:10.1145/1734263

General Chairs:
Gary Lewandowski
Xavier University
,
Steven Wolfman
University of British Columbia
,
Program Chairs:
Thomas J. Cortina
Carnegie Mellon University
,
Ellen L. Walker
Hiram College

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 10 March 2010

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SIGCSE10

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SIGCSE

SIGCSE10: The 41st ACM Technical Symposium on Computer Science Education

March 10 - 13, 2010

Wisconsin, Milwaukee, USA

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Overall Acceptance Rate 1,595 of 4,542 submissions, 35%

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February 26 - March 1, 2025

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Cited By

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Jang HRashid JLee J(2024)A Qualitative Study of the Experiences and Perceptions of Korean Undergraduates Regarding Two-Stage ExaminationsSustainability10.3390/su1618827316:18(8273)Online publication date: 23-Sep-2024
https://doi.org/10.3390/su16188273
Bozeman RMallett RMitchell LTindale R(2023)May we take the test as a group? Examining group processes and member learning in a collaborative testing environmentActive Learning in Higher Education10.1177/1469787423116334025:3(439-454)Online publication date: 23-Mar-2023
https://doi.org/10.1177/14697874231163340
VanDeGrift TMerkle LDoyle MSheard JSoh LDorn B(2022)Post-Exam Videos for Assessment in Computing CoursesProceedings of the 53rd ACM Technical Symposium on Computer Science Education - Volume 110.1145/3478431.3499273(230-236)Online publication date: 22-Feb-2022
https://dl.acm.org/doi/10.1145/3478431.3499273
Ham YMyers BSherriff MMerkle LCutter PMonge ASheard J(2021)Learning from Team Quizzes in CS2Proceedings of the 52nd ACM Technical Symposium on Computer Science Education10.1145/3408877.3432412(362-368)Online publication date: 3-Mar-2021
https://dl.acm.org/doi/10.1145/3408877.3432412
Weicker K(2020)Teaching cooperative problem solvingProceedings of the 4th European Conference on Software Engineering Education10.1145/3396802.3396819(6-11)Online publication date: 18-Jun-2020
https://dl.acm.org/doi/10.1145/3396802.3396819
Frank-Bolton PSimha RZhang JSherriff MHeckman SCutter PMonge A(2020)The Reverse ExamProceedings of the 51st ACM Technical Symposium on Computer Science Education10.1145/3328778.3366933(713-719)Online publication date: 26-Feb-2020
https://dl.acm.org/doi/10.1145/3328778.3366933
Kawash JJarada TMoshirpour MZhang JSherriff MHeckman SCutter PMonge A(2020)Group Exams as Learning ToolsProceedings of the 51st ACM Technical Symposium on Computer Science Education10.1145/3328778.3366889(626-632)Online publication date: 26-Feb-2020
https://dl.acm.org/doi/10.1145/3328778.3366889
Rieger GRieger C(2020)Collaborative Assessment That Supports LearningActive Learning in College Science10.1007/978-3-030-33600-4_51(821-837)Online publication date: 24-Feb-2020
https://doi.org/10.1007/978-3-030-33600-4_51
Chen JCao YDu LOuyang YShen LZhang MYang BCooper SLuxton-Reilly A(2019)Improve Student Performance Using Moderated Two-Stage ProjectsProceedings of the ACM Conference on Global Computing Education10.1145/3300115.3309524(201-207)Online publication date: 9-May-2019
https://dl.acm.org/doi/10.1145/3300115.3309524
Yuan HCao YHawthorne EPérez-Quiñones MHeckman SZhang J(2019)Hybrid Pair Programming - A Promising Alternative to Standard Pair ProgrammingProceedings of the 50th ACM Technical Symposium on Computer Science Education10.1145/3287324.3287352(1046-1052)Online publication date: 22-Feb-2019
https://dl.acm.org/doi/10.1145/3287324.3287352
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