Two-stage collaborative exams have been shown to improve student test grade performance, but do they improve retention of course material? This month’s interesting read features a study conducted in an introductory biology course at UBC in which researchers measured student retention of course content at different time points following a two-stage collaborative exam. They found greater retention benefits at the longer time period and evidence of differential benefits for low-, mid-, and high-performing students.
Cooke, J.E., Weir, L., Clarkston, B. (2019) Retention following Two-Stage Collaborative Exams Depends on Timing and Student Performance. CBE—Life Sciences Education, Vol. 18, No. 2 https://doi.org/10.1187/cbe.17-07-0137