The use of two-stage testing as a novel tutorial approach to co-learning and cohort cohesion
Session Type
Presentation
Room
Physics and Astronomy, room 117
Start Date
16-7-2025 11:30 AM
End Date
16-7-2025 12:00 PM
Keywords
Tutorials, two-stage testing, cohort cohesion, retention
Primary Threads
Evaluation of Learning
Abstract
Small-group tutorials are a common strategy used in post-secondary institutions to encourage co-learning and cohort cohesion in large enrollment courses (Ferris 2015; Snowball and Sayigh 2007). A collaborative activity used outside tutorials known to improve relations between students, student performance and sometimes retention is Two-Stage Testing (TST) (Eastwood et al., 2020; Ghaemi and Potvin 2018; Levy et al., 2018). Typically, TST involves an individual multiple-choice evaluation immediately followed by a group test. In most cases, groups are formed just prior to the group evaluation. Using mixed methods, we investigated whether a novel TST, where the group component was implemented in tutorials mid-term, was effective at building cohort cohesion and improving student learning in a large undergraduate science course offered fully in-person and subsequently fully online. In both offerings, TST consisted of short-answer questions, with the collaborative test happening a few days after the individual test and among students that had worked together since the start of the term. To measure student retention, we administered a retention test three months after the individual test. In addition, we compared student perception of cohort cohesion and TST in synchronous online tutorials versus in-person tutorials. Our results indicate that our TST strategy is well perceived by students and help improve retention regardless of delivery mode as shown by higher grades on the retention test questions from the group test compared to questions that were only on the individual test. Thus, this novel protocol may be used as an effective instructional approach in either in-person or online synchronous tutorials to enhance the student learning experience. This study received ethics approval. Please bring your own device (smartphone, laptop, tablet) for participation.
Elements of Engagement
During my presentation, I will use a combination of slides, polls and think-pair-share activities o create an interactive, collaborative space where attendees can share their thoughts and ask questions. In addition, printouts of the slides, as well as links to the slides (via QR code and links) will be shared with the audience.
The use of two-stage testing as a novel tutorial approach to co-learning and cohort cohesion
Physics and Astronomy, room 117
Small-group tutorials are a common strategy used in post-secondary institutions to encourage co-learning and cohort cohesion in large enrollment courses (Ferris 2015; Snowball and Sayigh 2007). A collaborative activity used outside tutorials known to improve relations between students, student performance and sometimes retention is Two-Stage Testing (TST) (Eastwood et al., 2020; Ghaemi and Potvin 2018; Levy et al., 2018). Typically, TST involves an individual multiple-choice evaluation immediately followed by a group test. In most cases, groups are formed just prior to the group evaluation. Using mixed methods, we investigated whether a novel TST, where the group component was implemented in tutorials mid-term, was effective at building cohort cohesion and improving student learning in a large undergraduate science course offered fully in-person and subsequently fully online. In both offerings, TST consisted of short-answer questions, with the collaborative test happening a few days after the individual test and among students that had worked together since the start of the term. To measure student retention, we administered a retention test three months after the individual test. In addition, we compared student perception of cohort cohesion and TST in synchronous online tutorials versus in-person tutorials. Our results indicate that our TST strategy is well perceived by students and help improve retention regardless of delivery mode as shown by higher grades on the retention test questions from the group test compared to questions that were only on the individual test. Thus, this novel protocol may be used as an effective instructional approach in either in-person or online synchronous tutorials to enhance the student learning experience. This study received ethics approval. Please bring your own device (smartphone, laptop, tablet) for participation.