EDCP 451B: Weekly Annotated Bibliography #1

 Source 1: Watanabe, Yuko & Swain, Merrill. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research. 11. 121-142. 10.1177/136216880607074599. 

This article explores the effect of proficiency differences and patterns of interactions of adult ESL learning through collaborative dialogue and post-test performance.

Although this article does not have a direct correlation with the Two-Stage-Exam it does explore the realm of collaboration between students and its influence on the overall learning of ESL students. This paper may aid me in my search for how to implement collaborative learning and testing of students whose first language is not English and see if it is worth investing time into it. 

Source 2: Peters, S. U. (2015). Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9426

This article is a research paper where the effectiveness of collaborative assessment preparation in the overall achievements of the students. The paper also considered various factors such as students' level and proficiency in the language. 

Although this article does not line exactly with my area of study, it does highlight the effect of the collaborative nature of the study in relation to second language learners that I hope to learn something that could benefit students in the Two-Stage Assessment as well. 

Dec 17: Course Reflection

 The course was interesting in the sense that it was nothing that I thought it would be. What this course taught me was that math and physics are indeed all around us and it is up to the teachers to bring that out to the students. The shape of the leaves and the building are so obviously there but we often just overlook the mathematic attributes it has and never bothers to question or see the nature of it. It got me to look into all the small things in life that build up to be bigger than anyone would have imagined. 

What I liked about the course was how much time we spent outside earlier in the school year. We have talked about land-based learning and how to connect our subjects to indigenous people and their way of learning, but we were never told and shown what it might look like and were just left to be. I think this course really help me grasp the idea of learning from the land and the nature and how we could implement into my teaching. 

Sept 16th Entrance Slip (Catch Up)

"On Becoming A Reflective Teacher" reflection after going through the course.

Perhaps I already read this and forgot to do the entrance slip earlier in the year, but I would imagine what I have thought about as I was reading it this time would be different from how I might have felt a few months ago. It was interesting because at this point I have thought and reflected on what kind of teacher I want to be, especially through the "Teaching Philosophy" assignment I had to do for EPSE 308. 

I believe personal development is like a stream of water. A stream starts by going in one direction and will change course over time depending on the geographical feature of the path. The steam that gets stuck in a ditch will only be tainted as time passes while steam that is constantly moving will become something more.

I believe, we all have the idea as to what kind of person and teacher we want to be, but that may change as we learn more about the profession and actually practice it, so I think it is okay to drift from who or what we initially wanted to be. I do not think we have to force ourselves to be something that I once believe in just for sake of staying "true" to what we once were.

Although we may naturally change or get deformed as the time comes, I think it is also important to reflect to determine if the path we decided to take is in fact right or the best course of action and to determine if there is any better path forward. Because the last thing you want to be is this stubborn old teacher that does not care for those around you. 

Dec 9th: Presentation and Reflection

Title: Implementing Two-Stage Assessment into High-School Reflection: This topic has been on my mind for a while eversince I encountered this style of examination at UBC Physics department and when I decided to become an educator. The project gave me time to (forcefully) learn and talk about a topic I was interested in which I am grateful because I would have never researched this topic as deep as I did if I was left alone to study it on my own time. I was little dissapointed in the conclusion that I cam to, which was that Two-Stage Assessment does not have clear benefit in implementing it into a class. Although it seems to benefit middle-performing students clearly, it was not clear it was beneficial to the class as a whole. I thought this method of testing might be a gool method to turning tests as a great learning opportunity. I think this is still worth my time to investigate, because I have seen and experienced the benefit of this style of examination personally.

Exit Slip: Dec 2nd

Today's class on bell ringing gave me an interesting perspective on sound and music.

As a woodwind player, I only thought about playing notes in order that sounded good to me or made sense. I also only thought about sounds in terms of wave that is being bounced back through my clarinet and exiting at specific holes. 

Combining combinatorics and bells gave me an interesting insight into making music in ways that I never thought about. In a sense, this is a more creative way of making music compared to playing a particular combination of chords to make music. 

Inquiry 1 Project: Annotated Bibliography

https://docs.google.com/document/d/1DYlxy4IIp8OYiC-f0vVWa92L4pux1TPdD3PDbPq_OX4/edit?usp=sharing 

1. Yu, B., Tsiknis, G. and Allen, M. (2010). Turning exams into a learning experience. Conference Paper, Proceedings of the 41st ACM.

    One of many articles that experiments with Two-Stage Assessment, but the article has collections of feedback from the students on their experience.

2.Brian P. Rempel, Maria B. Dirks, and Elizabeth G. McGinitie. Journal of Chemical Education 2021 98 (8), 2527-2535. DOI: 10.1021/acs.jchemed.1c00219 Two-Stage Testing Reduces Student-Perceived Exam Anxiety in Introductory Chemistry https://pubs.acs.org/doi/full/10.1021/acs.jchemed.1c00219

    One of many articles that experiments with Two-Stage Assessment, but also attributes its' benefit to the psychology of the students during the exam, such as how it could be used to reduce the anxiety of the students.

3.Cooke, J. E., *Address correspondence to: James E. Cooke (E-mail Address: j2cooke@ucsd.edu).Biology Department, Weir, L., Initiative, C. W. S. E., Clarkston, B., Cortright, Deslauriers, Gilley, Giuliodori, Gorman, Ives, Jang, Kang, Leight, Liang, LoGiudice, Lusk, Mahoney, McDaniel, … Pan, S. C. (2019, April 22). Retention following two-stage collaborative exams depends on timing and student performance. CBE-Life Sciences Education. Retrieved November 24, 2021, from https://www.lifescied.org/doi/10.1187/cbe.17-07-0137.

    One of many articles that experiments with Two-Stage Assessment, but discusses the long-term benefit of the Two-Stage Assessment. This research shows that in terms of score, not many students show significant improvement of the score on the test, but students who are in the middle level benefited the most in terms of retention of the information.

4.Rieger, Georg, and Cynthia Heiner. Examinations That Support Collaborative Learning: The Student’s Perspective. 2014, https://cwsei.ubc.ca/sites/default/files/cwsei/outcomes/SEIresearch/Rieger-Heiner_2-stage-Exams_JCST2014.pdf.

    Another research paper on the Two-Stage Assessment presents the reader with the sample test used, which I can present as an example of what the assessment could look like. It also presents the feedback of the students. 

5.Newton, G., Rajakaruna, R., Kulak, V., A;babish, W., Gilley, B. H., & Ritchie, K. (n.d.). Two-stage (collaborative) testing in science teaching: Does it improve grades on short-answer questions and retention of material? NSTA. Retrieved November 25, 2021, from https://www.nsta.org/two-stage-collaborative-testing-science-teaching-does-it-improve-grades-short-answer-questions-and.

    This article discusses the impact of the Two-Stage Assessment in relation to short answer questions and long answer questions. 

6.McConnell, D. (2010, August 25). The experience of collaborative assessment in e-learning. Taylor & Francis. Retrieved November 25, 2021, from https://www.tandfonline.com/doi/abs/10.1080/01580370220130459.

    This article discusses the implication and benefit of collaborative in e-learning setting, which might be relevant in Covid-19 era. 

7.Gilley, B. H. and Clarkston, B. (2012). Does collaborative testing increase students’ retention of concepts?. Carl Wieman Science Education Initiative, University of British Columbia.

     One of many articles that test the Two-Stage Assessment, but focused on the relationship between the improvement of the students to the score received by the students.

8. https://psycnet.apa.org/record/1997-06939-007 A comparison of group and individual remembering: Does collaboration disrupt retrieval strategies?

    This article discusses the specifics in terms of what kind of strategies and categories of data need to be considered in implementing the Two-Stage Assessment. 

Exit Slip: Nov 18th

 Project Plan: Narrowing the Scope of the Topic and Preparing Activity

When it comes to the purpose of the presentation and the research, I would focus on informing the class what the Two-Stage assessment is and how it is supposed to function. I do not think I am necessarily arguing that we should implement this strategy, but what the benefits are. Also to give enough resources so all of us can discuss the cost-benefit of the strategy for each one of us and our style. 

When it comes to the activity, I want to demonstrate either 

    1. Recalling of memory could be enhanced by collaboration with other people.

    2. Retention of the information is greater after the test when working on it as a group compared to when     working on individually.

I want to do some sort of puzzle activity where it relies on the individual's memory where it can be tested at the end of the presentation. To simulate the Two-Stage assessment, the assessment of memorization of the materials will be conducted twice, once as an individual and one as a group. Ideally, everyone will show an increased score on the group portion. For this I am considering memorizing tile pattern activity.