{"id":414,"date":"2023-07-05T10:56:40","date_gmt":"2023-07-05T17:56:40","guid":{"rendered":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/?p=414"},"modified":"2023-07-05T10:56:40","modified_gmt":"2023-07-05T17:56:40","slug":"two-phase-testing-2","status":"publish","type":"post","link":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/2023\/07\/05\/two-phase-testing-2\/","title":{"rendered":"Two-Phase Testing"},"content":{"rendered":"\n
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What is it?<\/h3>\n<\/div>\n\n\n\n
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Two-phase testing splits an exam into two parts. The first part is the typical individual exam, where students work on problems on their own. They then turn in these papers, and receive a second exam, which they work on in groups. The questions on the second exam test the same concepts as those on the first, but are usually re-written to be more qualitative and more conceptual in nature.<\/p>\n\n\n\n

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Question on the individual exam. The question is computational in nature: students are asked to determine a numerical value.<\/figcaption><\/figure>\n\n\n\n
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Question on the group exam. The question has been re-written to emphasize the algebraic aspect of the question, without needing to come up with a numerical response.<\/figcaption><\/figure>\n\n\n\n

In a 90-minute class block, Wieman et al.<\/em> allotted 55 minutes for the individual exam, 5 minutes for changeover, and 30 minutes for the group exam.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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What are the benefits?<\/h3>\n<\/div>\n\n\n\n
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Two-phase testing presents several benefits to students. First, it offers them a chance to receive immediate feedback on their exam performance. Second, they have the chance to engage in informed discussions with their peers on course material, promoting collaborative and social learning. Finally, two-stage exams may reduce perceived exam anxiety<\/a> (Rempel, 2021).<\/p>\n\n\n\n

Students\u2019 marks on the test are calculated from a combination of the individual test score and the group test score. If the group test score was lower than the individual score, then the test score came solely from the individual score. Wieman et al.<\/em> did not find a significant difference in marks whether the group portion was weighted at 15% or 25% of the exam mark (with the remainder coming from the individual score).<\/p>\n<\/div>\n<\/div>\n\n\n\n

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What are the challenges?<\/h3>\n<\/div>\n\n\n\n
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It is difficult to accommodate latecomers to the exam, since the group portion is usually filled with lively discussion.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Who’s using this?<\/h3>\n<\/div>\n\n\n\n
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Pending\u2026 if you\u2019ve used this technique and you\u2019re willing to share thoughts about your and your students\u2019 experience, send me an email<\/a>!<\/p>\n<\/div>\n<\/div>\n\n\n\n

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References<\/h3>\n<\/div>\n\n\n\n
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Rempel, B. P., Dirks, M. B., & McGinitie, E. G. (2021). Two-stage testing reduces student-perceived exam anxiety in introductory chemistry. Journal of Chemical Education, 98<\/em>(8), 2527-2535. KPU Library Permalink<\/a>.<\/p>\n\n\n\n

Wieman, C. E., Rieger, G. W. and Heiner, C. E. (2014) Physics Exams that Promote Collaborative Learning. The Physics Teacher<\/em>, 52<\/em>, 51-53. https:\/\/doi.org\/10.1119\/1.4849159<\/a><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

What is it? Two-phase testing splits an exam into two parts. The first part is the typical individual exam, where students work on problems on their own. They then turn in these papers, and receive a second exam, which they work on in groups. The questions on the second exam test the same concepts as […]<\/p>\n","protected":false},"author":1527,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[19,7,15,20],"class_list":["post-414","post","type-post","status-publish","format-standard","hentry","category-assessments","tag-assessmentsummative","tag-deliveryin-person","tag-level1100-2999","tag-timescaleclass"],"_links":{"self":[{"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/posts\/414","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/users\/1527"}],"replies":[{"embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/comments?post=414"}],"version-history":[{"count":1,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/posts\/414\/revisions"}],"predecessor-version":[{"id":418,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/posts\/414\/revisions\/418"}],"wp:attachment":[{"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/media?parent=414"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/categories?post=414"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/tags?post=414"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}