Two-stage assessments (2SAs) are a form of cooperative learning activities (CL) applied to evaluative contexts. In stage 1, students take an exam individually and discussion is prohibited–mirroring standard practices. However, in stage 2, students form small groups and complete the same exam collaboratively. Students are given time to discuss, to try to reach consensus. Typically, no between-stages feedback is provided. To incentivize discussion, stage 1 and 2 scores are weighted and combined (typically, 85%/15%), unless stage 1 is better (100%). Decades of research have evidenced the efficacy of 2SAs for motivation, engagement, emotions, and achievement. On average, students–even high baseline scorers–consistently show large performance and learning gains after stage 2 discussion, with most exceeding the top stage 1 score in their group. However, though 2SAs have been theoretically linked to CL, the literature would benefit from more explicit empirical connections to the CL evidence base, which has shown additional socio-emotional changes (self-concept and belongingness) as a result of high-quality group interactions in 2SAs.
In this Lightening Talk, I will provide data from two large-enrollment classes that implemented 2SAs as the main form of assessment of student learning. One class is a Biology class (400+ enrollment), the other a Psychology class (100+). Both classes used 2SAs for multiple terms. Analyses of student belonging, performance changes, quality of cooperative discussions, and open-ended satisfaction data will be provided. In sum, data suggest students generated knowledge during their discussions (gains were more than just transmitting answers), enjoyed the activities, and spontaneously remarked on many aspects of CL and 2SAs shown to promote deep learning.
