A Qualitative Study of the Experiences and Perceptions of Korean Undergraduates Regarding Two-Stage Examinations

Hyewon Jang (), Junaid Rashid and Joohee Lee
Additional contact information
Hyewon Jang: Office of Educational Innovation, Sejong University, Seoul 05006, Republic of Korea
Junaid Rashid: Department of Artificial Intelligence and Data Science, Sejong University, Seoul 05006, Republic of Korea
Joohee Lee: Department of Climate and Energy, Sejong University, Seoul 05006, Republic of Korea

Sustainability, 2024, vol. 16, issue 18, 1-16

Abstract: Researchers have recognized collaborative problem-solving as a key competency for addressing sustainability challenges through creative and holistic approaches. Nevertheless, transforming traditional individual assessments into collaborative examinations to improve collaborative problem-solving is challenging. This study examines the experiences and perceptions of Korean undergraduates regarding two-stage examinations comprising individual and team components. Semi-structured interviews with nine students yielded results in eighteen subthemes categorized into four themes: process, positive aspects, negative aspects, and action items for support. Participants experienced a dynamic, collaborative problem-solving process through two-stage examinations; reported positive aspects, such as improved grades, learning opportunities, immediate feedback, and reduced test anxiety; and negative aspects, such as the burden of teamwork. As the first qualitative study of students’ perceptions of two-stage exams, this research explores transformative assessment practices that enhance collaborative problem-solving skills crucial for addressing global sustainability challenges. Furthermore, to promote collaborative assessments, this study discusses implications for educators planning to use two-stage examinations and offers suggestions for future research.

Keywords: two-stage examination; collaborative problem-solving; student perceptions; assessment innovation; higher education; educational innovation; assessment for learning (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/16/18/8273/pdf (application/pdf)
https://www.mdpi.com/2071-1050/16/18/8273/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:16:y:2024:i:18:p:8273-:d:1483890

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().