Using a Two-Stage Collaborative Exam to Increase Student Learning

• In Event: 378 - Open Refereed Roundtable Session II
  In Refereed Roundtable: B. Table 11. Teaching Sociology

Abstract

This study investigates the use of a two-stage collaborative exam in an introductory sociology course with 28 students enrolled. In the two-stage exam process, students first complete the exam as individuals. In the second stage, students complete the exam a second time in randomly assigned groups of four. Through a comparison of individual and group exam scores, informal observation of the second stage group discussions, and through analysis of an end of semester survey of student perceptions of the two-stage exam process, I conclude that both student learning of course content and development of critical thinking skills and the ability to articulate and defend a position were increased.

Author

• Jay R. Howard, Butler University