#  Making exams formative with two-stage exams 

 



####  calendar\_today Date and Time 

 **December 2, 2024** 

 10:00AM - 11:30AM EST 

####  pin\_drop Location 

 **SEC 1.412**  



 

 



 

**Discussion Leaders:**   
Teddy Svoronos, PhD- Senior Lecturer in Public Policy, Harvard Kennedy School, LInc Faculty Fellow   
Dan Levy, PhD - Senior Lecturer in Public Policy, Harvard Kennedy School, LInc Faculty Fellow  
  
**Overview**  
In this session, Teddy Svoronos and Dan Levy will discuss their experience administering two-stage exams. Two-stage examinations consist of a first stage in which students work individually as they typically do in examinations (stage 1), followed by a second stage in which they work in groups to complete another examination (stage 2), which typically consists of a subset of the questions from the first examination. Dan and Teddy will share data from a study including several years of administering these exams, including a measure to assess the extent to which students were able to effectively collaborate. A short presentation will be followed by a discussion of the logistics of two-stage exams, alternative formats, and the advantages and disadvantages of this mode of assessment.

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**Discussion Facilitators:**  
Teddy Svoronos, LInc Faculty Affiliate and Senior Lecturer in Public Policy, Harvard Kennedy School  
Dan Levy, LInc Faculty Fellow 2021-2022 and Senior Lecturer in Public Policy, Harvard Kennedy School

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**TO DO**

**Reading:** Levy, D., Svoronos, T., & Klinger, M. (2018). Two-stage examinations: Can examinations be more formative experiences? Active Learning in Higher Education, 24(2), 79–94 [Link to article](https://journals-sagepub-com.ezp-prod1.hul.harvard.edu/doi/full/10.1177/1469787418801668)

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#### **Take Aways**   
After the session on **Making Exams Formative with Two-Stage Exams**, the LInc Faculty Fellows left with the following key takeaways:

1. **A Clear Understanding of Two-Stage Exams**
    - Fellows grasped the mechanics of two-stage exams, including the individual and group stages, and how they differ from traditional exam formats.
2. **Insights from Evidence-Based Research**
    - Fellows gained an appreciation of the data and findings from several years of implementing two-stage exams, understanding how this approach supports effective student collaboration and learning outcomes.
3. **Practical Guidance for Implementation**
    - Fellows took away actionable steps and logistical considerations for incorporating two-stage exams into their own courses, including how to handle group formation, timing, and grading strategies.
4. **Evaluation of Advantages and Challenges**
    - Fellows critically assessed the benefits (e.g., fostering collaboration, deeper learning) and challenges (e.g., logistical complexity) of two-stage exams in their specific teaching contexts.
5. **Ideas for Adaptation and Innovation**
    - Fellows left with creative ideas for adapting two-stage exams or exploring alternative formative assessment methods that aligned with their course goals and disciplines.
6. **Collegial Exchange of Perspectives**
    - Fellows benefited from peer discussions, gaining new insights and strategies from their colleagues’ experiences and questions.
7. **Reflection on Pedagogical Practices**
    - Fellows reflected on how two-stage exams could align with broader pedagogical goals, such as promoting self-directed learning, collaboration, and critical thinking.



 

 



 

 

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