Learning during a collaborative final exam

Collaborative testing has been suggested to serve as a good learning activity, for example, compared to individual testing. The aim of the present study was to measure learning at different levels of knowledge during a collaborative final exam in a course in basic methods and statistical procedures. Results on pre- and post-tests taken individually (N = 30) before and after the collaborative part of the final exam confirmed learning effects at the uni- and multi-structural levels, as well as on the relational level of Biggs’ structure of the observed learning outcome (SOLO) taxonomy (Biggs & Collins, 1982). Low performers at pre-test raised their test scores more than high performers. No differences could be generalized at the extended level of knowledge. Results also suggest that it might be preferable to collaborate without first deciding on questions individually. The experimental design can be applied when evaluating learning, at different levels of knowledge, during a variety of learning activities.

[1]  Kathy Ahern,et al.  Computer Facilitated Reflective Practice in a Postgraduate Supervisor's Feedback to Students , 2008 .

[2]  Jia Shen,et al.  Learning Strategies in Online Collaborative Examinations , 2008, IEEE Transactions on Professional Communication.

[3]  E – Journals: Reflections and Communication Improve Learning Outcomes , 2004 .

[4]  Engaging Students and Evaluating Learning Progress using Collaborative Exams in Introductory Courses , 2009 .

[5]  I. Winfield,et al.  Collaborative Testing and Test Performance , 2004 .

[6]  S. Stearns.  Collaborative Exams as Learning Tools , 1996 .

[7]  S. DiCarlo,et al.  Student retention of course content is improved by collaborative-group testing. , 2003, Advances in physiology education.

[8]  B. Bloom,et al.  Taxonomy of Educational Objectives. Handbook I: Cognitive Domain , 1966 .

[9]  B. Bloom.  Taxonomy of educational objectives , 1956 .

[10]  K. Dadd.  Using Problem-Based Learning to Bring the Workplace into the Classroom , 2009 .

[11]  J. Zipp,et al.  Learning by Exams: The Impact of Two-Stage Cooperative Tests , 2007 .

[12]  Christopher A Meseke,et al.  Student course performance and collaborative testing: a prospective follow-on study. , 2008, Journal of manipulative and physiological therapeutics.

[13]  Robert A. Bartsch,et al.  Designing Group Examinations to Decrease Social Loafing and Increase Learning. , 2008 .

[14]  I. Winfield,et al.  Collaborative Testing and Test Anxiety , 2004 .

[15]  Stephen E DiCarlo,et al.  Collaborative group testing benefits high- and low-performing students. , 2008, Advances in physiology education.

[16]  Kevin F. Collis,et al.  Evaluating the Quality of Learning: The SOLO Taxonomy , 1977 .

[17]  Örjan Dahlström,et al.  Does retrieval strategy disruption cause general and specific collaborative inhibition? , 2011, Memory.

[18]  Mary Susan Weldon,et al.  Collective memory: collaborative and individual processes in remembering. , 1997, Journal of experimental psychology. Learning, memory, and cognition.

[19]  S. DiCarlo,et al.  Collaborative testing enhances student learning. , 2002, Advances in physiology education.

[20]  Imad H. Elhajj,et al.  Turning Student Groups into Effective Teams , 2004 .