Students Perform Faster and Better When Working Together on a Two-Stage Exam

Authors

Keywords:

Collaborative Assessments, two-stage testing, two-stage exams, active learning, grade

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References

Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. 2019. Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251 LP – 19257. https://doi.org/10.1073/pnas.1821936116

Martins, S. J., Barber, N. L., Bitton-Bailey, A., Byron, M. A., Lyons, N. L., & Roberts, T. G. (2021). Employing Collaborative Assessments in an In-Person Undergraduate Class. Gainesville.

Phillips, K.W. and D.L. Loyd. 2006. When surface and deep-level diversity collide: The effects on dissenting group members. Organizational Behavior and Human Decision Processes 99(2): 143-160.

Additional Files

Published

07/28/2023

How to Cite

Greenberg, N. ., & Martins, S. (2023). Students Perform Faster and Better When Working Together on a Two-Stage Exam. NACTA Journal, 66(TT). Retrieved from https://nactajournal.org/index.php/nactaj/article/view/45

Issue

Vol. 66 No. TT (2022): Teaching Tips

Section

Teaching Tips