Abstract
Collaborative testing or two-stage testing as it commonly referred, is where students work together to discuss examination questions and arrive at a consensus to test answers. Two-stage testing is an extension of collaborative learning that has been purported to decrease test anxiety and increase critical thinking, communication, and cooperation skills. Concurrently, there has been considerable research and attention focused on the development of these same transferable skills since employers highly value them. This paper explores the outcomes over two academic terms from administrating a two-stage midterm in a mandatory management course for undergraduate students in an engineering technology program. The pedagogical consideration, application to transferable skills, and administration of this type of assessment method are discussed, along with the student perspective regarding the experience and impact on student test performance.
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