The omitted variable: could DuoTest enable a new way to assess the link between individual and team performance in team-based learning?
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Date
2021-01-05
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84
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Imagine a class of students being allowed to do their final exam twice in a row: the first time, participants do their exam individually and with closed books (Exa01); the second time, they solve the same exam in groups and with open books (Exa02). If you think that all students will get a better grade in the second exam, you would be surprised by the results. This article is part of an ongoing project to develop a method for team-based learning named Testudo. We present an assessment technique called DuoTest, which uses a mixed model to (a) analyze data from individual and group exams and (b) determine the positive (or negative) effect of each team over the individual performances. Empirical results collected from 70 students show that individual exams are a weak predictor of the group scores, whereas fixed effects associated to each team are a better predictor of Exa02.
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Innovations in Collaborative Environments and Learning Technologies, design science research, immediate feedback assessment technique, individual assessment, team assessment, team-based learning, transactivity
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10 pages
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Proceedings of the 54th Hawaii International Conference on System Sciences
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Attribution-NonCommercial-NoDerivatives 4.0 International
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