The Technique
I started using two-stage collaborative testing about four years ago after I was introduced to it at a Scholarship of Teaching and Learning (SoTL) conference. The process was outlined, and then we were asked to take a short version of the Canadian citizenship test in two different ways using the technique. It was the test experience as an individual and then again as part of a group that got me hooked! The experience was a fun, engaging, and enjoyable way to be tested, and I thought my students would appreciate it also.
I use two-stage testing in my research course for two multiple-choice tests I give my learners. Each learner takes the test on their own first, hands in their answers, and then takes the same test again with a small group of 3-4 students. On their own, they are in control of the resulting score but, in a group, they must rely on multiple “experts” and discussion/debate to identify an answer their group agrees upon for each question.
Research is a collaborative endeavor, and I want my learners’ experience to reflect that.
Background reading that inspired me to try the technique
Rieger, G. W., & Heiner, C. E. (2014). Examinations that support collaborative learning: The students’ perspective. Journal of College Science Teaching, 43(4), 41-47.
How I use It
Key principles that make this technique work include the following:
- Learners’ individual test scores have more test weight (85% of the test score) than the group score (15% of the test score) – weights are then combined to 100% of the overall test weight.
- Nothing is graded or returned until both steps are completed.
- The group test is allotted about half the time that the individual test is allotted.
- I also state that being a “lone wolf” is okay – if learners want to participate in Stage 2 (group testing), they must opt in before we start. If they opt out, the individual score is the only mark.
- I have a no-risk “trick”: the group mark can only raise or maintain an individual score. If a group score is lower, I keep the individual score.*
The Stages
- I state that we will have two multiple-choice tests using a two-stage process that will engage them and help them learn during testing, and I go over the rules (i.e., the principles stated above).
- I point students to the Google doc where they can create their own small groups (of 3-4 students) for Stage 2.
- I make note of students who choose to OPT OUT of the group testing phase.
Stage 1
- Individuals take the test and submit their test Scantron and test papers.**
Stage 2
- Each student group identifies a recorder who will mark answers and submit the test.***
- The recorder takes a Scantron sheet and a test to read out questions to their group.
- Groups debate the pros/cons of possible answers and decide upon their group answer for each question.
- The group recorder submits the test.
After Testing
- I mark OPT OUT students first.
- I mark remaining individual tests and then move on to group tests.
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