AN ASSESSMENT OF MULTIPLE-CHOICE COOPERATIVE EXAMS IN "EARTHQUAKE COUNTRY" A LARGE INTRODUCTORY EARTH SCIENCE CLASS

We have modified the exam format for a large introductory geology lecture course from a “typical” multiple-choice exam to a two-part exam that includes both individual and collaborative components. A survey was administered over two semesters and four course sections to assess the new testing technique. The survey reveals that 85% of the respondents like the new format. More than 64% of the students agree that the exams increased what they learned in the class. A comparison of exam scores for a semester of traditional exams and a semester of the two-part collaborative exams reveals a nine-percentage point average increase in exam scores for the new format. There are challenges associated with the alternative format, however, we think they may be overcome by educating students about the benefits of collaborative learning and peer teaching, as well as by providing examples of grade results like those presented here. More than 76% of respondents would like to have the exam format in other courses that use multiple-choice exams. We encourage others to experiment with similar exams in their own courses.