Two-Stage Exams

The transition to remote teaching has prompted instructors to explore alternative methods of assessment. This document is a resource for instructors who are interested in learning more about two-stage exams and how to implement these exams in the remote environment. Two-stage exams are an effective assessment tool in both face-to-face and remote courses for supporting students’ learning, offering opportunities for connection and collaboration, and increasing students’ motivation and engagement. They can be effective in all disciplines that would use traditional exams and can be used in any class size.

What are Two-Stage Exams?

In two-stage exams (also referred to as pyramid exams, tiered exams, or collaborative testing), students first complete and submit the exam individually and then, in small groups (typically groups of 3-5), answer the same or slightly different exam questions. The group exam can consist of:

1. the same questions as the individual exam;
2. a selection of questions from the individual exam (e.g., the most challenging questions); or,
3. new questions that are more conceptual or open-ended than the individual exam.

Two-Stage Exams in Remote Courses

In face-to-face courses, the individual and group stages occur during a single class period. Students complete the individual exam for the first 2/3 of class time and the group exam for the last 1/3 of class. In a remote course, the individual and group exams can both be completed synchronously or asynchronously, or you can use a combination of approaches. Your choice of approach will depend on students’ familiarity with these formats based on your use of synchronous and asynchronous activities throughout your course (e.g., lectures, assessments, collaborative work), and other needs of your students (e.g., time zone differences that make synchronous group work challenging).

Sample Two-Stage Exams in a Remote Environment

Jay Wickenden and Jaclyn Stewart, UBC, Chemistry

For more details, see Jay’s Twitter thread

Exam Details

• Both exams were “open resources” (students can use books, internet)
• Students with time accommodations start the individual exam earlier so that they finish at the same time as the rest of the class. All students write the group portion at the same time.
• Students do not have to write the group portion.

The Benefits of Two-Stage Exams: Evidence from Research

• Students get immediate feedback: Students receive feedback from their peers on their solutions while they still care about the questions. Students have a structured process to compare ideas, gather new information, and receive guidance and support.
• Both high and low performing students benefit: Two-stage exams benefit all students, but are particularly beneficial for lower-performing students if they are grouped with higher-performing students. Lower performing students benefit from explanations from their peers, and higher performing students benefit from explaining concepts and justifying their responses.^{1,2,3,4,5,6, 12}
• Increased immediate learning and long-term retention: In the group exam, students see different perspectives on how to think about course content and solve problems. Students engage in critical thinking, justification, and evaluation. As a result of this deeper processing, two-stage exams can lead to better retention of concepts and skills.^4,7,8,9  
• Develop collaborative learning skills and positive relationships among students: Two-stage exams encourage all students participate, even those who are normally quiet. Having to reach a consensus and justify responses develops valuable group work and interpersonal skills.
• Increased motivation to study, more positive perceptions of the course, and reduced test anxiety: Students report less stress and a more positive attitude towards exams.^3,5,10,11

Implementation Tips

For more implementation strategies, see:

• Two-Stage Exams. Carl Wieman Science Education Initiative.
• Plan and Implement Two-Stage Exams for your Course – Q&A. Gregor Kos, SALTISE.
• Physics exams that promote collaborative learning. Weiman, Rieger, & Heiner (2014)
• Tips for Successful Two-Stage Exams. The EOS-SEI Times

References

¹Dahlstrom, O. (2012). Learning during a collaborative final exam. Educational Research and Evaluation: An International Journal on Theory and Practice, 18, 321-332.

²Eaton, T. T. (2009). Engaging students and evaluating learning progress using collaborative exams in introductory classes. Journal of Geoscience Education, 57, 113-120.

³Fengler, M., & Ostafichuk, P. M. (2015). Successes with two stage exams in mechanical engineering. Proceedings of the Canadian Engineering Education Association Conference.

⁴Gilley, B. H., & Clarkston, B. (2014). Collaborative testing: Evidence of learning in a controlled in-class study of undergraduate students. Journal of College Science Teaching, 43, 83-91.

⁵Levy, D., Svoronos, T., & Klinger, M. (2018). Two-stage examinations: Can examinations be more formative experiences? Active Learning in Higher Education, 1-16.

⁶Zipp, J. F. (2007). Learning by exams: The impact of two-stage cooperative tests. Teaching Sociology, 35, 62-76.

⁷Cooke, J. E., Weir, L., & Clarkston, B. (2019). Retention following two-stage collaborative exams depends on timing and student performance. CBE-Life Sciences Education, 18, 2.

⁸Cortright, R., Collins, H. L., Rodenbaugh, D. W., & DiCarlo, S. E. (2003). Student retention of course content is improved by collaborative-group testing. Advances in Physiology Education, 27, 102-108.

⁹Vogler, J., & Robinson, D. H. (2016). Team-based testing improves individual learning. The Journal of Experimental Education. doi:10.1080/00220973.2015.1134420

¹⁰Leight, H., Saunders, C., Calkins, R., & Withers, M. (2012). Collaborative testing improves performance but not content retention in a large-enrollment introductory biology class. CBE—Life Sciences Education, 11, 392-401.

¹¹Rieger, G. W., & Heiner, C. E. (2014). Examinations that support collaborative learning: The students’ perspective. Journal of College Science Teaching, 43, 41-47.

¹²Engels, C.B., et al. (2017). Two-stage exams: A powerful tool for reducing the achievement gap in undergraduate oceanography and geology classes. Oceanography, 30, 198-209.