A collaborative team-based two-stage examination in biomedical sciences: design and evaluation

Abstract

Background: The individual written examination is the most commonplace method of assessment in undergraduate higher education. However, individual examinations are unable to align with learning outcomes relating to collaboration and teamwork. Two-stage examinations couple individual and team-based examinations to allow for collaboration and immediate feedback. Summary of work: Here, we designed, implemented and evaluated a two-stage examination in an advanced biomedical sciences course. Students completed the examination individually in the first two hours, then repeated a particularly challenging question in teams of three in the third hour. An individual questionnaire was used to evaluate the intervention. Summary of results: Comparison of results of individual and team stages of examinations showed that the team stage benefited both higher and lower performing students in the class. Evaluation showed students valued the feedback and teamwork aspects of the second stage, but the two-stage examination did not assuage student stress around the examination. Discussion: Weightings of assessment are a critical factor in effectiveness of two-stage examinations. Here we used 85% individual and 15% group weighting to provide an appropriate balance of fairness and validity. The majority of students considered the two-stage examination fair and wished to see two-stage examinations in other courses. Conclusion: Appropriately designed two-stage examinations aid student teamwork, feedback and student learning. Two-stage examinations can be designed for a variety of written examination formats. Take-home message: Two-stage examinations have value as easily implemented alternative written assessments that align with learning outcomes related to collaboration and feedback.