Student Performance on and Perceptions of Collaborative Two-Stage Exams in a Material and Energy Balances Course

Abstract

Two-stage exams, in which students first complete an exam individually and then again as a group, have been used successfully in many disciplines to promote collaboration, learning, and retention of learning. However, it is unknown what the impacts of two-stage exams would be with chemical engineering students. In this study, two-stage exams were implemented in a material and energy balances course, and student performance on and perceptions of the individual and group components are compared.