Proposal Title

An improved design for in-class review based on collaborative, two-stage testing

Session Type

Poster

Room

Atrium

Start Date

July 2015

Keywords

two-stage review; two-stage testing; collaborative testing; active learning; in-class review; formative assessment; group learning

Primary Threads

Teaching and Learning Science

Abstract

As teachers, one of our greatest challenges is managing students’ varying levels of background understanding. This poster will share one of our favourite educational hacks for addressing this challenge: in-class review based on collaborative two-stage testing, rather than lecturing.

In a two-stage review activity, students first complete and submit a set of review questions individually, then repeat the same questions as a group. As we recently described in the Journal of College Science Teaching: “This format offers several benefits compared to the typical lecture review: (1) students engage with the review topics much more deeply and more accurately gauge their own preparation; (2) students receive immediate, corrective feedback from their peers and clarify their understanding through discussion during the group stage; (3) the instructor receives detailed information on students’ background understanding that can be used to tailor instruction [...] The two-stage review therefore serves to both diagnose and remediate deficiencies in background understanding, leaving both the students and instructors better prepared for the course.” (Maxwell, McDonnell, Wieman. JCST. In press) The poster will include a discussion of key principles and benefits, as well as results from the application of two-stage reviews in Chemistry and Biology courses at UBC.

Elements of Engagement

The author will be present to engage with participants during the poster session and answer their questions about the poster.

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Jul 8th, 5:15 PM

An improved design for in-class review based on collaborative, two-stage testing

Atrium

As teachers, one of our greatest challenges is managing students’ varying levels of background understanding. This poster will share one of our favourite educational hacks for addressing this challenge: in-class review based on collaborative two-stage testing, rather than lecturing.

In a two-stage review activity, students first complete and submit a set of review questions individually, then repeat the same questions as a group. As we recently described in the Journal of College Science Teaching: “This format offers several benefits compared to the typical lecture review: (1) students engage with the review topics much more deeply and more accurately gauge their own preparation; (2) students receive immediate, corrective feedback from their peers and clarify their understanding through discussion during the group stage; (3) the instructor receives detailed information on students’ background understanding that can be used to tailor instruction [...] The two-stage review therefore serves to both diagnose and remediate deficiencies in background understanding, leaving both the students and instructors better prepared for the course.” (Maxwell, McDonnell, Wieman. JCST. In press) The poster will include a discussion of key principles and benefits, as well as results from the application of two-stage reviews in Chemistry and Biology courses at UBC.