2008 Teaching and Learning Symposium

2:30-4:30 p.m., May 6, 2008
HUB Ballroom

Session Description



Group work has different impacts on high-performing and high-risk students

David Haak, Janneke Hille Ris Lambers, Scott Freeman - Biology

In an effort to improve performance by high-risk students in an introductory biology course for majors, we instituted weekly, written practice exams that were peer graded. Half of the students in the course submitted their answers and did the grading by themselves, and half did the exercise as part of a group consisting of one high-achieving student, two mid-level students, and one high-risk student. We repeated the comparison in a subsequent quarter. Although all students did better in the course--meaning that the extra practice helped--we found that high-achieving students did better on actual exams if they practiced in a group, while high-risk students did better on actual exams if they practiced by themselves.



Index of Symposium Presenters