In a second-year ecology course, both two-phase testing and problem-based learning and testing were used. This deck describes the discoveries from the open, collaborative problem-based approach explored by the students. The problem-based learning was practiced and discussed weekly in lectures. Workshops were also used to further develop and refine writing skills. A total of 5 questions were provided to students, and students were responsible for selecting and writing up a subset. The test was offered in class, discussion was permitted with one another and instructor, it was open-book, and submission was due online at a later time via turnitin. A longer-work cycle was provided to ensure sufficient time for solving, research, thinking, discussing, and editing. The rubric provided scores for some mimetic learning through definitions and description of concepts, and 6/10 points were provided for practical application. Test design tips and best practices for solutions are summarized. Several sample questions and key solution attributes are also described herein.