The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student Perceptions
Two-stage testing is a form of collaborative assessment that creates an active learning environment during test taking. In two-stage testing, students first complete an exam individually, and then complete a subset of the same questions as part of a learning team with the ultimate exam score being...
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| Format: | Article |
| Language: | English |
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Society for Teaching and Learning in Higher Education
2023-10-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14252 |
| _version_ | 1797385592878661632 |
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| author | Brian Rempel Elizabeth McGinitie Maria Dirks |
| author_facet | Brian Rempel Elizabeth McGinitie Maria Dirks |
| author_sort | Brian Rempel |
| collection | DOAJ |
| description |
Two-stage testing is a form of collaborative assessment that creates an active learning environment during test taking. In two-stage testing, students first complete an exam individually, and then complete a subset of the same questions as part of a learning team with the ultimate exam score being a weighted average of the individual and team portions. In the second (team-based) part of the exam, students are encouraged to discuss solutions until a consensus among team members is achieved, thus actively engaging students with course material and each other during the exam. A short open-ended survey was administered to students at the end of the semester, and the responses coded by thematic analysis, with themes generated using inductive coding based on the principles of grounded theory. The most important conclusion was that students overwhelmingly preferred two-stage tests for the development of positive peer relationships in class. The most common themes that emerged from student responses involved positive feelings from forced interaction with their peers, the benefits of meeting and socializing with other students, sharing of knowledge with others, and solidarity or positive affect towards the process of working as part of a team. Finally, students also expressed an overall preference for two-stage exams when compared to solely individual, one-stage exams.
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| first_indexed | 2024-03-08T21:56:24Z |
| format | Article |
| id | doaj.art-d18195d0880d4160be1b5b8756465197 |
| institution | Directory Open Access Journal |
| issn | 1918-2902 |
| language | English |
| last_indexed | 2024-03-08T21:56:24Z |
| publishDate | 2023-10-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-d18195d0880d4160be1b5b87564651972023-12-19T19:15:47ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022023-10-0114210.5206/cjsotlrcacea.2023.2.14252The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student PerceptionsBrian Rempel0https://orcid.org/0000-0002-1838-5055Elizabeth McGinitie1https://orcid.org/0000-0002-6319-9841Maria DirksUniversity of Alberta - Augustana CampusUniversity of Alberta - Augustana Campus Two-stage testing is a form of collaborative assessment that creates an active learning environment during test taking. In two-stage testing, students first complete an exam individually, and then complete a subset of the same questions as part of a learning team with the ultimate exam score being a weighted average of the individual and team portions. In the second (team-based) part of the exam, students are encouraged to discuss solutions until a consensus among team members is achieved, thus actively engaging students with course material and each other during the exam. A short open-ended survey was administered to students at the end of the semester, and the responses coded by thematic analysis, with themes generated using inductive coding based on the principles of grounded theory. The most important conclusion was that students overwhelmingly preferred two-stage tests for the development of positive peer relationships in class. The most common themes that emerged from student responses involved positive feelings from forced interaction with their peers, the benefits of meeting and socializing with other students, sharing of knowledge with others, and solidarity or positive affect towards the process of working as part of a team. Finally, students also expressed an overall preference for two-stage exams when compared to solely individual, one-stage exams. https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14252collaborative learningtesting and assessmentpeer relationshipsfirst-year undergraduate |
| spellingShingle | Brian Rempel Elizabeth McGinitie Maria Dirks The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student Perceptions Canadian Journal for the Scholarship of Teaching and Learning collaborative learning testing and assessment peer relationships first-year undergraduate |
| title | The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student Perceptions |
| title_full | The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student Perceptions |
| title_fullStr | The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student Perceptions |
| title_full_unstemmed | The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student Perceptions |
| title_short | The Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First-Year University Student Perceptions |
| title_sort | influence of two stage collaborative testing on peer relationships a study of first year university student perceptions |
| topic | collaborative learning testing and assessment peer relationships first-year undergraduate |
| url | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14252 |
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