2019/03/01 by Genevieve Newton, Rebecca Rajakaruna, Verena Kulak +4
Psychology · Social Sciences · #Innovative Teaching Methods #Innovative Teaching and Learning Methods #Student Assessment and Feedback
paper · doi:10.2505/4/jcst19_048_04_64
crossref issued 2019/03/01 · crossref published 2019/03/01 · crossref published-print 2019/03/01 · openalex publication_date 2019/03/01 · crossref created 2019/03/27 · crossref published-online 2023/09/27 · crossref deposited 2024/11/19 · openalex created_date 2025/10/10 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/02
Two-stage collaborative testing is an assessment strategy that involves students initially writing a test individually and then immediately afterward writing the same (or similar) test again in groups. Current evidence shows that two-stage testing improves performance on multiple-choice tests as well as short-term retention of material, but little is known about the effect on long-answer questions and retention across a longer time frame. The purpose of this study was to determine (a) if two-stage testing improves performance on both multiple-choice and long-answer questions, (b) if two-stage testing improves short-and longterm knowledge retention, and (c) whether there are differences in knowledge retention based on question type. A two-stage midterm with both question types was administered in two undergraduate science courses, followed by a short-term and long-term retention test. Performance on both question types improved, with comparable improvement on both question types. Two-stage testing also maintained knowledge retention from the original midterm for both question types in the short term, although the learning gains for long-term retention were less apparent.