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. Data from two-stage midterm and final examinations are used to assess the extent to which individuals improve their performance when collaborating with other students. On average, the group (stage 2) score was about one standard deviation above the individual (stage 1) score. While this difference cannot be interpreted as the causal effect of two-stage examinations on learning, it suggests that individuals experienced substantial performance gains when working in groups in an examination. This average performance gain was comparable with the average difference between the top performer of the group in stage 1 and the group’s stage 1 average, and was equivalent to about two-thirds of the difference between the “super student†score (i.e. the sum of the maximum score for each question in stage 1) and the group’s stage 1 average. This last result suggests that group collaboration takes substantial (albeit partial) advantage of the aggregate knowledge and skills of the group’s individual members. Student feedback about their experience with two-stage examinations reveal that that these type examinations are generally perceived to be more helpful for learning and less stressful than traditional examinations. Finally, using data on group gender compositions, we investigate the potential role of gender dynamics on group efficiency.

中文翻译：

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两阶段考试：考试能不能形成更多的体验？

两阶段考试包括第一阶段，学生像通常在考试中一样单独工作（阶段 1），然后是第二阶段，他们分组完成另一项考试（阶段 2），该阶段通常包括第一次考试的问题的子集。来自两阶段期中和期末考试的数据用于评估个人在与其他学生合作时提高成绩的程度。平均而言，小组（第 2 阶段）得分比个人（第 1 阶段）得分高出大约一个标准差。虽然这种差异不能解释为两阶段考试对学习的因果影响，但它表明个人在考试中以小组形式工作时获得了显着的成绩提升。这个平均成绩的提升，与第一阶段的组内表现最好的学生和第一阶段平均水平之间的平均差异相当，相当于“超级学生”分数之间的差异的三分之二左右（即第一阶段每个问题的最高分和小组第一阶段平均分的总和。最后一个结果表明，团队协作充分利用了（尽管是部分）团队个人成员的总体知识和技能优势。学生对两阶段考试经验的反馈表明，与传统考试相比，这些类型考试通常被认为对学习更有帮助，压力更小。最后，使用群体性别构成的数据，