The two-stage exam is a relatively simple way to introduce collaborative learning and formative assessment into an exam. Their use is rapidly growing in the physics department at the University of British Columbia, as both students and faculty find them rewarding. In a two-stage exam students first complete and turn in the exam individually, and then, working in small groups, answer the exam questions again. During the second stage, the room is filled with spirited and effective debate with nearly every student participating. This provides students with immediate targeted feedback supplied by discussions with their peers. Furthermore, we see indications that the use of this exam format not only ensures consistency across interactive course components, but it also positively impacts how students approach the other collaborative course components. This is accomplished without losing the summative assessment of individual performance that is the expectation of exams for most instructors. In this paper we describe how to implement two-stage exams and provide arguments why they should be part of physics courses that use interactive engagement and social/collaborative learning methods.
Skip Nav Destination
Article navigation
January 2014
PAPERS|
January 01 2014
Physics Exams that Promote Collaborative Learning
Carl E. Wieman;
Carl E. Wieman
University of British Columbia
, Vancouver, BC, Canada
Search for other works by this author on:
Georg W. Rieger;
Georg W. Rieger
University of British Columbia
, Vancouver, BC, Canada
Search for other works by this author on:
Cynthia E. Heiner
Cynthia E. Heiner
a)
University of British Columbia
, Vancouver, BC, Canada
Search for other works by this author on:
a)
Current address: Free University Berlin, 14195, Berlin, Germany.
Phys. Teach. 52, 51–53 (2014)
Citation
Carl E. Wieman, Georg W. Rieger, Cynthia E. Heiner; Physics Exams that Promote Collaborative Learning. Phys. Teach. 1 January 2014; 52 (1): 51–53. https://doi.org/10.1119/1.4849159
Download citation file:
Sign in
Don't already have an account? Register
Sign In
You could not be signed in. Please check your credentials and make sure you have an active account and try again.
Pay-Per-View Access
$40.00
Citing articles via
Quark/Gluon Plasma: When Protons Melt
Don Lincoln
Theoretical and Experimental Analysis of Tethered Buoys
Hans C. Mayer
A Simple and Cost-Effective Fluid Dynamics Apparatus to Engage Students in the Classroom and Laboratory
David James Horne, Lily Zheng, et al.
Related Content
Physics exam in distance learning in the context of formative and summative assessment
AIP Conference Proceedings (May 2022)
Want to Reduce Guessing and Cheating While Making Students Happier? Give More Exams!
Phys. Teach. (December 2012)
Collaborative exams: Cheating? Or learning?
Am. J. Phys. (March 2017)
Retaking a Test Online
The Physics Teacher (April 2006)
Giving bonus points based on oral exams
American Journal of Physics (April 2007)