Collaborative Two-Stage Exams Benefit Students in a Biology Laboratory Course

Meaders, Clara L.; Vega, Yalila

doi:10.1128/jmbe.00138-22

Cited by 3 publications

References 28 publications

(28 reference statements)

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Exam reform: an opportunity for the redistribution of academic power

Crowther,

Wiggins

2024

J Microbiol Biol Educ.

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Students in STEM know well the stress, challenge, and effort that accompany college exams. As a widely recognizable feature of the STEM classroom experience, high-stakes assessments serve as crucial cultural gateways in shaping both preparation and motivation for careers. In this essay, we identify and discuss issues of power around STEM exams to further the understanding of exam practices that can unjustly hold students back. Through theory and practical examples, we consider the numerous ways in which power manifests both on and off the pages of the exams themselves, as well as ways in which power is consolidated away from students through logistical norms and tradeoffs. Centering the “rules of the culture of power” as delineated by Dr. Lisa Delpit, we reflect on exam practices that prioritize faculty voice and faculty convenience above student learning and student identity. We share some of what we have learned from our students as part of a call to improve STEM education by relinquishing some of our exam-related power over students, redistributing it to students so that they have more power to shape their own education.

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Exam reform: an opportunity for the redistribution of academic power

Crowther,

Wiggins

2024

J Microbiol Biol Educ.

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Using a Two-Stage Final Exam in an Intro CS Course: Student Perceptions and Grade Impacts

Himbeault

Latulipe

2023

Proceedings of the 25th Western Canadian Conference on Computing Education

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A Qualitative Study of the Experiences and Perceptions of Korean Undergraduates Regarding Two-Stage Examinations

Jang,

Rashid,

Lee

2024

Sustainability

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Researchers have recognized collaborative problem-solving as a key competency for addressing sustainability challenges through creative and holistic approaches. Nevertheless, transforming traditional individual assessments into collaborative examinations to improve collaborative problem-solving is challenging. This study examines the experiences and perceptions of Korean undergraduates regarding two-stage examinations comprising individual and team components. Semi-structured interviews with nine students yielded results in eighteen subthemes categorized into four themes: process, positive aspects, negative aspects, and action items for support. Participants experienced a dynamic, collaborative problem-solving process through two-stage examinations; reported positive aspects, such as improved grades, learning opportunities, immediate feedback, and reduced test anxiety; and negative aspects, such as the burden of teamwork. As the first qualitative study of students’ perceptions of two-stage exams, this research explores transformative assessment practices that enhance collaborative problem-solving skills crucial for addressing global sustainability challenges. Furthermore, to promote collaborative assessments, this study discusses implications for educators planning to use two-stage examinations and offers suggestions for future research.

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Collaborative Two-Stage Exams Benefit Students in a Biology Laboratory Course

Abstract: Collaborative two-stage exams provide an effective mechanism to incorporate group work into summative course assessments. We implemented these exams in an upper-level biology laboratory course over two terms, one with online exams and one with in-person exams.

Cited by 3 publications

References 28 publications

Exam reform: an opportunity for the redistribution of academic power

Exam reform: an opportunity for the redistribution of academic power

Using a Two-Stage Final Exam in an Intro CS Course: Student Perceptions and Grade Impacts

A Qualitative Study of the Experiences and Perceptions of Korean Undergraduates Regarding Two-Stage Examinations

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