期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Two-stage exams consist of a traditional pencil-and-paper examination written in class by individual students, followed immediately by a second sitting in which the students retake the same exam in teams (i.e. a collaborative test). The team test provides an immediate opportunity for students to discuss, debate, teach, and receive feedback on the subject matter. It draws on principles of goal-directed practice, timely targeted feedback, and collaborative learning. The practice of two-stage testing is a defining feature of the Team-Based Learning approach, and is used for introductory reading quizzes that begin each course module. These have been part of the instructional approach in Mechanical Engineering at the University of British Columbia for over a decade. In 2014, we have extended two-stage testing to include midterm and final examinations. To accommodate the team portion, exams were shortened by approximately one third and questions were reformatted to be easier to complete in teams. Students report a strong preference this approach (72% in favour) and report a resulting improvement in their understanding of the course material (75%). Exam performance gains have also been observed. In almost all cases, teams outperform their strongest member, and it is not uncommon that the weakest team outperforms the strongest individual in the class. As an added benefit, the revised question structure that makes it easier for students to collaborate on exam writing has also simplified and expedited the marking process.
