- I read a blog post about 2-stage quizzes and wanted to work them in in my standards-based grading system
- I posted about the idea and asked for help
- I got helpful responses to my question!
So, here’s what went down…
My students took this quiz individually, for a grade:
Then they took it as a small group, not for a grade:
These pictures are fairly indicative of the engagement level as the students discussed the quiz and haggled over the correct answers. The observed level of engagement alone tells me that this is a learning experience worth repeating.
- Class mean for individual quiz = 2.7 (on 4 point #SBAR rubric scale; approximately letter grade = B)
- Class mean for group quiz (same quiz, same kids, same class period immediately after taking individual quiz) = 3.33 (approximately = A-)
Much of the increased mean score is due to the fact that no group scored below a 2.5, while 5 individual students did. However, there were no individuals that scored a 4 individually, while 2 groups did so. Only 2 of 6 groups improved above the highest score in their group. One actually declined, although that was because the high scorer left during the group portion of the quiz.
Based on the high engagement level that I observed during the group quiz and the level of discourse I heard in nearly all groups, this was a worthwhile learning experience. I think I will make the group quiz a regular practice in my classes going forward.
I need to add an individual reflection step at the end of the group quiz. This should be brief but impactful. Something like this:
- What mistakes or misconceptions did you have on your individual quiz that were changed by the group quiz?
- What questions do you still need help with after the group quiz?
- How did the group quiz help you learn more about this standard?
- What are your next steps? (study, re-assess, get help, etc.)
I think this would really help to link the group quiz to the re-learning & re-assessment cycle.
Another next step would be to assign specific roles for the students to play during the group quiz (leader, recorder, questioner, etc.) and give them some discussion prompts, especially in my non-honors classes.
How did the group quiz impact re-assessment scores? Did the group quiz help students improve their understanding of the content? Is this better than me just going over the correct answers?