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1. Learning Together: A Guide for Feminist Practice in Violence Against Women and Girls Research Collaborations

Author:
Leah Goldmann, Elizabeth Dartnall, Anik Gevers, Edgar Karungi, Lori Michau, Janet Nakuti, and Sophie Namy
Publication Date:
12-2020
Content Type:
Policy Brief
Institution:
The Sexual Violence Research Initiative (SVRI)
Abstract:
Prevention of and response to violence against women and girls (VAWG) has become more prioritized at the global level in the past decade, with recognition of the pressing need to create safer environments for women and girls around the world. This is a welcome development, building on years of feminist activism and research in the Global South
Topic:
Women, Research, Sexual Violence, and Collaborative Learning
Political Geography:
Africa and Global Focus

2. Two-Stage Examinations: Can Examinations Be More Formative Experiences?

Author:
Dan Levy, Mae Klinger, and Theodore Svoronos
Publication Date:
09-2018
Content Type:
Working Paper
Institution:
The John F. Kennedy School of Government at Harvard University
Abstract:
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 types of examinations are generally perceived to be more helpful for learning and are less stressful than traditional examinations. Finally, using data on group gender compositions, we investigate the potential role of gender dynamics on group efficiency.
Topic:
Education, Gender Issues, Collaborative Learning, and Collaborative Efficiency
Political Geography:
Global Focus and United States of America