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X-WR-CALNAME;VALUE=TEXT:Making exams formative with two-stage exams
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SUMMARY:Making exams formative with two-stage exams
DESCRIPTION:<p><strong>Discussion Leaders:&nbsp;</strong><br>Teddy Svoronos, PhD- Senior Lecturer in Public Policy, Harvard Kennedy School, LInc Faculty Fellow&nbsp;<br>Dan Levy, PhD - Senior Lecturer in Public Policy, Harvard Kennedy School, LInc Faculty Fellow<br><br><span><strong>Overview</strong></span><br>In this session, Teddy Svoronos and Dan Levy will discuss their experience administering two-stage exams.&nbsp;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.</p><hr><p><span><strong>Discussion Facilitators:</strong></span><br>Teddy Svoronos, LInc Faculty Affiliate and Senior Lecturer in Public Policy, Harvard Kennedy School<br>Dan Levy, LInc Faculty Fellow 2021-2022 and Senior Lecturer in Public Policy, Harvard Kennedy School<br>&nbsp;</p><hr><p><br><span><strong>TO DO&nbsp;</strong></span></p><p><strong>Reading: </strong>Levy, D., Svoronos, T., &amp; Klinger, M. (2018). Two-stage examinations: Can examinations be more formative experiences? Active Learning in Higher Education, 24(2), 79–94 <a href="https://journals-sagepub-com.ezp-prod1.hul.harvard.edu/doi/full/10.1177/1469787418801668">Link to article</a></p><p>&nbsp;</p><hr><h4><strong>Take Aways&nbsp;</strong><br>After the session on <strong>Making Exams Formative with Two-Stage Exams</strong>, the LInc Faculty Fellows left with the following key takeaways:</h4><ol><li><strong>A Clear Understanding of Two-Stage Exams</strong><ul><li>Fellows grasped the mechanics of two-stage exams, including the individual and group stages, and how they differ from traditional exam formats.</li></ul></li><li><strong>Insights from Evidence-Based Research</strong><ul><li>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.</li></ul></li><li><strong>Practical Guidance for Implementation</strong><ul><li>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.</li></ul></li><li><strong>Evaluation of Advantages and Challenges</strong><ul><li>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.</li></ul></li><li><strong>Ideas for Adaptation and Innovation</strong><ul><li>Fellows left with creative ideas for adapting two-stage exams or exploring alternative formative assessment methods that aligned with their course goals and disciplines.</li></ul></li><li><strong>Collegial Exchange of Perspectives</strong><ul><li>Fellows benefited from peer discussions, gaining new insights and strategies from their colleagues’ experiences and questions.</li></ul></li><li><strong>Reflection on Pedagogical Practices</strong><ul><li>Fellows reflected on how two-stage exams could align with broader pedagogical goals, such as promoting self-directed learning, collaboration, and critical thinking.</li></ul></li></ol>
LOCATION:SEC 1.412
STATUS:CONFIRMED
DTSTART:20241202T150000Z
DTEND:20241202T163000Z
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