Transforming Assessment in Organic Chemistry: A Decade of Two-Stage Exams in Large-Class Teaching

Abstract:

Few experiences cause more stress for students than exams. What if they could be transformed into one of the most powerful moments for learning? Assessments can do more than measure learning; they can spark it. This talk shares over a decade of experience with two stage exams, where students first work individually and then collaborate in groups on the same problems. This approach has the potential to turn exams into active learning opportunities, fostering engagement, retention, and collaboration. Connections will also be made to broader assessment innovations, illustrating how rethinking exams can better align evaluation with the goals of chemical education.