@ModernHydra<\/a><\/li>\n<\/ol>\nData<\/strong><\/p>\nDahlstrom, O. (2012). Learning during a collaborative final exam.\u00a0Educational Research and Evaluation: An International Journal on Theory and Practice, 18<\/em>, 321-332.<\/p>\nEaton, T. T. (2009). Engaging students and evaluating learning progress\u00a0using collaborative exams in introductory classes.\u00a0Journal of Geoscience Education, 57<\/em>, 113-120.<\/p>\nGilley, B. H., & Clarkston, B. (2014). Collaborative testing: Evidence of learning in a controlled in-class study of undergraduate students.\u00a0Journal of College Science Teaching, 43<\/em>, 83-91.<\/p>\n\n- A particularly well-designed example.<\/li>\n<\/ul>\n
Leight, H., Saunders, C., Calkins, R., & Withers, M. (2012). Collaborative testing improves performance but not content retention in a large-enrollment introductory biology class.\u00a0CBE—Life Sciences Education, 11,\u00a0<\/em>392-401.<\/p>\n\n- The title might be alarming here… they showed no effect of the 2-stage exam on final exam performance (compared with material that had been previously tested only with individual\u00a0tests). I’m ok with this. Not every study is going to find the same effect (particularly ones with some execution oddities\u00a0like this one), yet this is still a “no-change” effect with no evidence that student\u00a0learning\u00a0decreases. Moreover,\u00a0students still enjoyed the process and found it less stressful than the individual-only tests. No harm done, potential benefits.<\/li>\n<\/ul>\n
Rieger, G. W., & Heiner, C. E. (2014). Examinations that support collaborative learning: The students’ perspective.\u00a0Journal of College Science Teaching, 43<\/em>, 41-47.<\/p>\nRoediger, III, H. L., & Marsh, E. J. (2005). The positive and negative consequences of multiple-choice testing.\u00a0Journal of Experimental Psychology: Learning, Memory, & Cognition, 31<\/em>, 1155-1159.<\/p>\n\n- Two-stage tests might\u00a0help to fight the negative consequences of MC tests: you remember\u00a0what you answered (and thought was right), not what actually was right.<\/li>\n<\/ul>\n
Sandstrom, G. M., & Rawn, C. D. (in press\/2014). Embrace chattering students: They may be building community and interest in your class. Teaching of Psychology.<\/em><\/p>\nZipp, J. F. (2007). Learning by exams: The impact of two-stage cooperative tests.\u00a0Teaching Sociology, 35<\/em>, 62-76.\u00a0doi:\u00a0<\/span>10.1177\/0092055X0703500105<\/span><\/p>\n <\/p>\n
<\/p>\n
\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"Time to dive in! After thinking about\u00a0them for a long time, this term\u00a0I’m converting my exams into\u00a0two-stage exams. Step 1. I shorten the exam so it’s doable in about 2\/3 of the testing time slot. Step 2. Students\u00a0write the exam Continue reading Two-Stage Exam: Introduction and Resources<\/span>→<\/span><\/a><\/p>\n","protected":false},"author":679,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4281,4282,4309],"tags":[4805,939,4806,416546,89,8225,676920],"class_list":["post-1071","post","type-post","status-publish","format-standard","hentry","category-reflections-from-professional-development-activities","category-reflections-from-the-classroom","category-on-course-design","tag-cwsei","tag-exams","tag-interactive-engagement","tag-learning-assessments","tag-summer","tag-the-big-picture","tag-two-stage-exams"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/posts\/1071","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/users\/679"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/comments?post=1071"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/posts\/1071\/revisions"}],"predecessor-version":[{"id":1449,"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/posts\/1071\/revisions\/1449"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/media?parent=1071"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/categories?post=1071"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/catherinerawn\/wp-json\/wp\/v2\/tags?post=1071"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}