Two-Stage

Two-stage collaborative testing is an assessment strategy that involves students initially writing a test individually and then immediately afterward writing the same (or similar) test again in groups. Current evidence shows that two-stage testing improves performance on multiple-choice tests as wel...

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Bibliographic Details
Published inJournal of college science teaching Vol. 48; no. 4; pp. 64 - 73
Main Authors Newton, Genevieve, Rajakaruna, Rebecca, Kulak, Verena, Albabish, William, Gilley, Brett H, Ritchie, Kerry
Format Journal Article
LanguageEnglish
Published National Science Teaching Association 01.03.2019
Subjects
Analysis
Collaborative learning
College students
Educational tests
Educational tests and measurements
Evaluation
Examinations
Group work in education
Methods
Science education
Sciences education
Team learning approach in education
Testing
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Summary:Two-stage collaborative testing is an assessment strategy that involves students initially writing a test individually and then immediately afterward writing the same (or similar) test again in groups. Current evidence shows that two-stage testing improves performance on multiple-choice tests as well as short-term retention of material, but little is known about the effect on long-answer questions and retention across a longer time frame. The purpose of this study was to determine (a) if two-stage testing improves performance on both multiple-choice and long-answer questions, (b) if two-stage testing improves short- and longterm knowledge retention, and (c) whether there are differences in knowledge retention based on question type. A two-stage midterm with both question types was administered in two undergraduate science courses, followed by a short-term and long-term retention test. Performance on both question types improved, with comparable improvement on both question types. Two-stage testing also maintained knowledge retention from the original midterm for both question types in the short term, although the learning gains for long-term retention were less apparent.
ISSN:0047-231X