Spotlight on SOTL: Second time around – The influence of two-Stage collaborative testing on peer relationships
This article is based on the following research article:
Rempel, B., McGinitie, E., & Dirks, M. (2023). The Influence of Two Stage Collaborative Testing on Peer Relationships: A Study of First Year University Student Perceptions. Canadian Journal for the Scholarship of Teaching and Learning, 14(2), 10. https://doi.org/10.5206/cjsotlrcacea.2023.2.14252
What are we talking about?
Collaborative testing is an innovative teaching strategy that enhances both learning and social dynamics in the classroom. This recent article in the Canadian Journal for the Scholarship of Teaching and Learning highlights the impact of two-stage collaborative exams on peer relationships among first-year students, an essential consideration for fostering community in university classrooms. Building strong peer connections not only helps students feel supported, but also enhances their engagement and performance—critical factors for student success.
What did the researchers do and find?
The study conducted by Rempel, McGinitie, and Dirks at the University of Alberta explored how two-stage collaborative testing affects peer relationships in first-year chemistry classes. In this two-stage process, students first completed exams individually and then retook the exam as a group. The researchers collected qualitative data through student surveys, asking about their experiences and how these exams impacted peer relationships. The analysis revealed overwhelmingly positive feedback, with students reporting that collaborative testing fostered a sense of connection with their peers. Common themes in their responses included positive feelings from group discussions, meeting new people, and experiencing solidarity as they worked through challenging questions together. Although some students found forced interaction uncomfortable, the overall consensus was that two-stage exams strengthened peer relationships and contributed to a more supportive classroom environment.
How might you use this research in your teaching?
University instructors could consider implementing two-stage collaborative testing to promote active learning and build stronger peer connections in their classrooms. By incorporating group work into assessments, instructors can create opportunities for students to collaborate, discuss course content, and share diverse perspectives. This approach may be especially helpful in large or introductory classes where students often struggle to form connections. Instructors should also be mindful of group dynamics and provide structured support to ensure equitable participation. While some students may be apprehensive about group work, the benefits—such as reduced test anxiety, improved communication skills, and enhanced peer relationships—can contribute to a more positive learning experience. Additionally, collaborative exams allow students to learn from each other in real-time, helping to reinforce key concepts and promote a deeper understanding of the material.
Spotlight on SOTL