The two‐stage exam process involves students completing an exam individually, and then completing the multiple¬choice portion of the exam collaboratively in groups of 4‐5. The collaborative process of converging on a single answer for each question for the group response promotes learning of concepts (e.g., Gilley & Clarkston, 2014) and students’ responses to the process are favourable (e.g., Weiman, Rieger, & Heiner, 2014). In a 2017/2018 study of two Psychology courses and one Geography course, we examined students’ (N = 106) perceptions of and experience with the two-‐stage exam process, and how students’ perceptions of the exam were related to their exam performance. In this workshop, we will highlight results throughout an interactive session whereby participants engage in a mock two-stage exam and discuss their reactions to the process. This workshop is geared toward and faculty or staff who are teaching and interested in learning about the two-stage exam process. By the end of this session participants will have done the following: Reflected on the shared experience of participating in a mock two-stage exam Discussed perceived benefits and challenges of using two-stage exams into their courses Gained concrete tools and resources for implementing a two-stage exam.
