Two-Stage Exams Improve Student Learning in an Introductory Geology Course: Logistics, Attendance, and Grades

Knierim, Katherine J.; Turner, H. L.; Davis, Ralph K.

doi:10.5408/14-051.1

Cited by 30 publications

(22 citation statements)

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“…As a result, the repeated nature of the examination protocol in the current investigation may have resulted in greater improvements due to the benefits of repeated testing (Karpicke and Roediger, ; Gilley and Clarkston, ; Soderstrom et al, ). Compared to similar two‐stage collaborative examination protocols, the magnitude of score improvements here is consistent with previously reported score improvements (Gilley and Clarkston, ; Knierim et al, ; Rivaz et al, ; Green et al, ).…”

Section: Discussionsupporting

confidence: 89%

“…Consistent with improvements previously reported in the literature for collaborative testing, examination scores improved with this intervention (Zimbardo et al, ; Giuliodori et al, ; Kapitanoff, ; Pandey and Kapitanoff, ; Eastridge, ; Gilley and Clarkston, ; Martin et al, ; Knierim et al, ; Rivaz et al, ; Guo and Li, ; Green et al, ; Lindsley et al, ). Through the use of collaborative two‐stage testing for each of the lecture examinations in the current investigation, students improved their performance on the individual portion by 15.0–18.7%, which resulted in a 2.4–3.1% increase for the combined assigned grade (Table ).…”

Section: Discussionsupporting

confidence: 81%

“…Collaborative testing has been employed as a means to help improve student performance on assessments (Zipp, ; Giuliodori et al, ; Kapitanoff, ; Eastridge, ; Gilley and Clarkston, ; Knierim et al, ; Wissman and Rawson, ; Green et al, ; Lindsley et al, ), reduce test anxiety (Stearns, ; Pandey and Kapitanoff, ), and improve student perception of assessments (Zimbardo et al, ; Meseke et al, ; Rieger and Heiner, ; Guo and Li, ). In the two‐stage format of collaborative testing, students first complete an individual portion, and this is followed by the same examination (or a portion of the examination) in groups.…”

Section: Introductionmentioning

confidence: 99%

“…Implicitly, improved understanding and critical thinking are thought to be evidenced by improved scores on assessments (Kapitanoff, ; Knierim et al, ). However, only self‐reports of recall, information processing, and good group discussions have been empirically linked to improved performance.…”

Section: Introductionmentioning

confidence: 99%

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Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

Fournier

Couret

Ramsay

et al. 2017

Anatomical Sciences Ed

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Large enrollment foundational courses are perceived as "high stakes" because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two-stage collaborative examinations were implemented to improve test-taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in "C" students when compared to "A" students: P < 0.00006 and "B" students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in "high stakes" courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409-422. © 2017 American Association of Anatomists.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

Fournier

Couret

Ramsay

et al. 2017

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…These modifications to course delivery to promote more active learning include electronic response systems to promote formative assessment (McConnell et al, 2006), improve class attendance and students' performance on exams, and attitudes toward learning science (Greer & Heaney, 2004;Pun, 2010;Novak, 2011). Other changes that improve student performance and understanding of geology at the introductory level include using short story narratives (Vanderlinden, 2007)], performing critical reading exercises and analyzing student-derived concept maps (Mattietti, Peters, & Verardo, 2009;Berry, 2013) examining forms of visualizations to improve spatial reasoning (2 or 3 dimensional images, or web-based or physical models) (Durbin, 2002;Johnson & Reynolds, 2005;Del Costello & Cooke, 2008;McNeal, Spry, Mitra, & Tipton, 2014), using Google Earth and Virtual Reality (VR) to provide meaning and relevance of local and regional geology (Monet & Greene, 2012), and giving collaborative and multi-stage exams (Eaton, 2009;Knierim, Turner, & Davis, 2015). These opportunities provide the opportunity for students to become more engaged in class, their work, and their own ideas and values.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Curriculum and Instructional Choices on Undergraduate Students in Introductory Geology

Roemmele¹

2019

IRHE

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This research investigated the impact of an introductory geology class on undergraduate students' attitudes toward and conceptual understanding of geology. The purpose was to identify students' geologic blindness, a construct of disinterest, disdain, and unawareness of geology, geologic processes, and their relationship to humans, by assessing students’ views on curricular and pedagogical choices. A convergent parallel mixed-methods research design was conducted. The participants consisted of 289 students enrolled over two semesters in an introductory geology class for non-majors. Specific to content and instruction, students found the format of rock and mineral labs and exams difficult and in need of change. They expressed positive attitudes about the hands-on, collaborative nature of these labs, and observation skills to perform them. Curriculum topics judged more interesting were deemed less difficult to understand, and vice versa, and that there was general understanding of geology’s broader themes of tectonics and time. Open-ended responses from participants, and interviews with key informants provided further evidence for these results. Students indicated that explicit instruction on the topic relevance, cross-topic connections, and on-going assessment and the use of a variety of visualizations and collaborative work would help to improve understanding and attitudes. The results provide insight into ways to improve introductory geology courses by addressing geologic blindness.

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A collaborative two‐stage examination in biomedical sciences: Positive impact on feedback and peer collaboration

Khong

Tanner

2020

Biochem Molecular Bio Educ

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Examinations present an intensely focused opportunity for student learning yet opportunities for collaboration, communication, and feedbacks are often wasted. Two‐stage examinations where students first take examinations individually and then repeat the examination in small groups hold promise to address this issue. Here, we pilot and evaluate a two‐stage examination within an advanced undergraduate biomedical sciences course. We evaluated this innovation by triangulation of data from a questionnaire, semi‐structured student interviews, as well as, comparison of student grades between stages of examination across higher‐ and lower‐performing student groups. Quantitative data from the structured questionnaire showed that a majority of students perceived the collaborative stage of two‐stage examinations successful in promoting peer collaboration and communication. Furthermore, there was deepened conceptual understanding and provision of immediate feedback. The two‐stage examination did not, however, ameliorate students' test anxiety. Qualitative data from semi‐structured student interviews were consistent with quantitative data to show that a two‐stage examination provides positive impact particularly on immediate feedback, peer collaboration and communication but contributed to sustained test anxiety possibly due to negative experiences during group interactions. Both lower‐ and higher‐performing students showed improvement in the collaborative stage as compared to the preceding individual stage of two‐stage examination. This would suggest possible benefits of two‐stage examination for learning for all student abilities. This study discusses the advantages and pitfalls of two‐stage examinations for biomedical sciences and will guide informed recommendations for subsequent implementation elsewhere.

show abstract

Two-Stage Exams Improve Student Learning in an Introductory Geology Course: Logistics, Attendance, and Grades

Cited by 30 publications

References 9 publications

Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

The Impact of Curriculum and Instructional Choices on Undergraduate Students in Introductory Geology

A collaborative two‐stage examination in biomedical sciences: Positive impact on feedback and peer collaboration

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