https://docs.google.com/document/d/1DYlxy4IIp8OYiC-f0vVWa92L4pux1TPdD3PDbPq_OX4/edit?usp=sharing
1. Yu, B., Tsiknis, G. and Allen, M. (2010). Turning exams into a learning experience. Conference Paper, Proceedings of the 41st ACM.
One of many articles that experiments with Two-Stage Assessment, but the article has collections of feedback from the students on their experience.
2.Brian P. Rempel, Maria B. Dirks, and Elizabeth G. McGinitie. Journal of Chemical Education 2021 98 (8), 2527-2535. DOI: 10.1021/acs.jchemed.1c00219 Two-Stage Testing Reduces Student-Perceived Exam Anxiety in Introductory Chemistry https://pubs.acs.org/doi/full/10.1021/acs.jchemed.1c00219
One of many articles that experiments with Two-Stage Assessment, but also attributes its' benefit to the psychology of the students during the exam, such as how it could be used to reduce the anxiety of the students.
3.Cooke, J. E., *Address correspondence to: James E. Cooke (E-mail Address: j2cooke@ucsd.edu).Biology Department, Weir, L., Initiative, C. W. S. E., Clarkston, B., Cortright, Deslauriers, Gilley, Giuliodori, Gorman, Ives, Jang, Kang, Leight, Liang, LoGiudice, Lusk, Mahoney, McDaniel, … Pan, S. C. (2019, April 22). Retention following two-stage collaborative exams depends on timing and student performance. CBE-Life Sciences Education. Retrieved November 24, 2021, from https://www.lifescied.org/doi/10.1187/cbe.17-07-0137.
One of many articles that experiments with Two-Stage Assessment, but discusses the long-term benefit of the Two-Stage Assessment. This research shows that in terms of score, not many students show significant improvement of the score on the test, but students who are in the middle level benefited the most in terms of retention of the information.
4.Rieger, Georg, and Cynthia Heiner. Examinations That Support Collaborative Learning: The Student’s Perspective. 2014, https://cwsei.ubc.ca/sites/default/files/cwsei/outcomes/SEIresearch/Rieger-Heiner_2-stage-Exams_JCST2014.pdf.
Another research paper on the Two-Stage Assessment presents the reader with the sample test used, which I can present as an example of what the assessment could look like. It also presents the feedback of the students.
5.Newton, G., Rajakaruna, R., Kulak, V., A;babish, W., Gilley, B. H., & Ritchie, K. (n.d.). Two-stage (collaborative) testing in science teaching: Does it improve grades on short-answer questions and retention of material? NSTA. Retrieved November 25, 2021, from https://www.nsta.org/two-stage-collaborative-testing-science-teaching-does-it-improve-grades-short-answer-questions-and.
This article discusses the impact of the Two-Stage Assessment in relation to short answer questions and long answer questions.
6.McConnell, D. (2010, August 25). The experience of collaborative assessment in e-learning. Taylor & Francis. Retrieved November 25, 2021, from https://www.tandfonline.com/doi/abs/10.1080/01580370220130459.
This article discusses the implication and benefit of collaborative in e-learning setting, which might be relevant in Covid-19 era.
7.Gilley, B. H. and Clarkston, B. (2012). Does collaborative testing increase students’ retention of concepts?. Carl Wieman Science Education Initiative, University of British Columbia.
One of many articles that test the Two-Stage Assessment, but focused on the relationship between the improvement of the students to the score received by the students.
8. https://psycnet.apa.org/record/1997-06939-007 A comparison of group and individual remembering: Does collaboration disrupt retrieval strategies?
This article discusses the specifics in terms of what kind of strategies and categories of data need to be considered in implementing the Two-Stage Assessment.
