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(2023) . The influence of two stage collaborative testing on peer relationships: A study of first year university student perceptions The Canadian Journal for the Scholarship of Teaching and Learning, 14(2) .  \n[https://doi.org/10.5206/cjsotlrcacea.2023.2.14252](https://doi.org/10.5206/cjsotlrcacea.2023.2.14252)  \nThe Influence of Two-Stage Collaborative Testing on Peer Relationships: A Study of First Year University Student Perceptions  \nAbstract  \nTwo-stage testing is a form of collaborative assessment that creates an active learning environment during test taking. In two-stage testing, students first complete an exam individually, and then complete a subset of the same questions as part ofa learning team with the ultimate exam score being a weighted average of the individual and team portions. In the second (team-based) part of the exam, students are encouraged to discuss solutions until a consensus among team members is achieved, thus actively engaging students with course material and each other during the exam. A short open-ended survey was administered to students at the end of the semester, and the responses coded by thematic analysis, with themes generated using inductive coding based on the principles of grounded theory. The most important conclusion was that students overwhelmingly preferred two-stage tests for the development of positive peer relationships in class. The most common themes that emerged from student responses involved positive feelings from forced interaction with their peers, the benefits of meeting and socializing with other students, sharing of knowledge with others, and solidarity or positive affect towards the process of working as part of a team. Finally, students also expressed an overall preference for two-stage exams when compared to solely individual, one-stage exams.  \nLes examens en deux étapes sont une forme d’évaluation collaborative qui crée un environnementd’apprentissage actif pendant les examens. Dans le cadre d’un examen en deux étapes, les étudiants et les étudiantes passent d’abord un examen individuel, ensuite ils répondent à un sous-ensemble des mêmes questions dans le cadre d’une équipe d’apprentissage, le résultat final étant une moyenne pondérée de la partie individuelle et de la partie en équipe. Dans la deuxième partie de l’examen (réalisée en équipe), les étudiants et les étudiantes sont encouragés à discuter des solutions jusqu’à ce que tous les membres de l’équipe en arrivent à un consensus, ce qui permet aux étudiants et aux étudiantes de s’engager à la matière du cours et de participer entre eux durant l’examen. Un courtsondage à questions ouvertes a été mené auprès des étudiants et des étudiantes à la fin du semestreet les réponses ont été codées par analyse thématique, les thèmes ayant été générés par un codage inductif basé sur les principes de la théorie ancrée. La conclusion la plus importante a été que les étudiants et les étudiantes ont massivement préféré les examens en deux étapes pour ledéveloppement de relations positives entre pairs, en classe. Les thèmes les plus communs qui ont étéévoqués dans le","cbCaigm0vyJkBha8","https://ap.wps.com/l/cbCaigm0vyJkBha8","pdf",301381,22,"English","# Abstract\n## Two-stage testing and collaborative assessment\n## Survey and thematic analysis\n## Key findings on peer relationships","[{\"question\":\"How does two-stage collaborative testing work in this study?\",\"answer\":\"Students complete an exam individually first, then complete a subset of the same questions as part of a learning team. The final score is a weighted average of individual and team portions.\"},{\"question\":\"What method was used to analyze student responses?\",\"answer\":\"A short open-ended survey was administered at the end of the semester, and responses were coded using thematic analysis with inductive coding based on grounded theory principles.\"},{\"question\":\"What did students report as the main benefits of two-stage tests?\",\"answer\":\"Students overwhelmingly preferred two-stage tests for developing positive peer relationships. Reported themes included positive feelings from forced peer interaction, benefits of meeting and socializing, sharing knowledge, and solidarity or positive affect toward teamwork.\"}]","The Influence of Two-Stage Collaborative Testing on Peer Relationships - A Study of First Year University Student Perceptions | PDF",1792082912,55]