Two-stage testing with integrated use of Immediate Feedback Assessment Technique (IF-AT) scratch cards
Session Type
Presentation
Room
Physics and Astronomy, room 148
Start Date
17-7-2025 2:00 PM
End Date
17-7-2025 2:30 PM
Keywords
two-stage testing, formative feedback, group work, collaborative learning, assessment, multiple choice tests
Abstract
Educational research suggests engaging with formative feedback is among the most effective ways to improve student performance (Cobbold & Wright, 2021; Boud & Molloy, 2013). Yet providing such feedback for tests can be time consuming and cumbersome for both students and instructors.
A solution that allows all students to obtain feedback is two-stage testing. This involves individual test-taking followed by collaborative/group test-taking whereby students re-take the test while engaging in formative feedback with their peers. Immediate feedback assessment technique (IF-AT) cards can be part of the group tests, where groups scratch off multiple-choice answers and can immediately see whether their answer was correct.
Our student survey after two-stage testing in a 2nd-year Biology course showed that most groups (80%) “discussed possible answers to come to a consensus” which supports the espoused benefits to collaborative feedback. Additionally, most students (78%) indicated “the group test helped them better understand tested concepts” while some students (63%) “planned positive changes to their study habits” as a result of the group test, and some (54%) said “the group test helped them reduce stress or meet new people”.
Group tests can also reduce workload of the instructor running the course. As students discuss test answers with peers, they may have fewer questions that need to be addressed by the instructor. With provision of the right answers on IF-AT cards during the group test, students are less likely to request seeing their individual test papers.
Elements of Engagement
Participants will be invited to use IF-AT cards in a mock group test throughout the presentation, and reflect on their experience.
Two-stage testing with integrated use of Immediate Feedback Assessment Technique (IF-AT) scratch cards
Physics and Astronomy, room 148
Educational research suggests engaging with formative feedback is among the most effective ways to improve student performance (Cobbold & Wright, 2021; Boud & Molloy, 2013). Yet providing such feedback for tests can be time consuming and cumbersome for both students and instructors.
A solution that allows all students to obtain feedback is two-stage testing. This involves individual test-taking followed by collaborative/group test-taking whereby students re-take the test while engaging in formative feedback with their peers. Immediate feedback assessment technique (IF-AT) cards can be part of the group tests, where groups scratch off multiple-choice answers and can immediately see whether their answer was correct.
Our student survey after two-stage testing in a 2nd-year Biology course showed that most groups (80%) “discussed possible answers to come to a consensus” which supports the espoused benefits to collaborative feedback. Additionally, most students (78%) indicated “the group test helped them better understand tested concepts” while some students (63%) “planned positive changes to their study habits” as a result of the group test, and some (54%) said “the group test helped them reduce stress or meet new people”.
Group tests can also reduce workload of the instructor running the course. As students discuss test answers with peers, they may have fewer questions that need to be addressed by the instructor. With provision of the right answers on IF-AT cards during the group test, students are less likely to request seeing their individual test papers.