Context

This course teaches students how to connect computer hardware and software using computer programming, algorithms, and data structures. In Bracy’s experience, students tend to focus more on grades, instead of reviewing feedback. While Bracy values giving students timely, detailed feedback, doing so can be taxing in a large class. She also wants to build community in her class and reduce the feelings of isolation common in large classes.

Bracy implemented group assessments — quizzes and two-stage preliminary exams — to achieve these goals. Unlike the group quizzes, the exams had an individual and group component. The students took exams individually and then completed the same questions as a group. The group assessments made the class more collaborative, with most students enjoying the peer interactions. More importantly, students immediately reflected on their quiz and exam performance in the group discussions.

Assessments

This course met twice a week for 75 minutes, and the six total in-class quizzes occurred approximately every two weeks. Students took 15–20 mins to complete the quiz at the start of class, typically working on it individually before collaborating with their peers. Bracy evaluated all the course assessments using a 5-point rubric (Table 1). In addition to the points awarded, she gave students detailed feedback on the group quizzes. The quizzes comprised 2% of the final grade, while the two-stage preliminary exams comprised 30% (in total) of the final grade (Table 2). 

Creating the assessment groups was an essential part of this assessment system. Students did not choose their groups; Bracy designed each group's composition to ensure that women and students of color were not isolated. After the first three group quizzes, Bracy also surveyed students about their team experience and modified the groups based on the results. The group grading system improved efficiency, as Bracy found grading 20 group quizzes more manageable compared to grading 100 individual ones. She now provides more detailed feedback to groups than is feasible with individual quizzes. 

Challenges

The biggest challenge for this assessment method was managing the group dynamics, especially when students dropped the class or were absent. The first quiz was also a little chaotic because students needed additional time to organize themselves into their assigned groups. It may also be difficult to design appropriately challenging group quizzes that students can complete in the allocated time, because they need time to think and collaborate with their peers. However, Bracy enjoyed the assessment method and liked that it was fair to her students.