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Showing 1 to 15 of 77 results Save | Export
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Eileen V. Slater; Donna Barwood; Zina Cordery – Australian Educational Researcher, 2024
This research explored the use of ICT products by n = 123 pre-service teachers to complete collaborative assessments. Students responded to a questionnaire relating to the use, benefits and limitations, and what would better enable the use of ICT for collaborative assessment purposes. The ICT products favoured by students did not support some key…
Descriptors: Preservice Teachers, Information Technology, Cooperation, Group Testing
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Eva Hammar Chiriac – Journal of Problem Based Learning in Higher Education, 2024
Even though using group examinations aligns well with the epistemology of problem-based learning (PBL), the dilemma of using joint learning while simultaneously fulfilling individual assessment requirements in higher education make group examinations difficult to use. In this study, the aim was to explore whether an individual reflection paper…
Descriptors: Problem Based Learning, Higher Education, Student Evaluation, College Students
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Miller, Kelly; Kestin, Greg; Miller, Olivia – Physical Review Physics Education Research, 2022
Two-stage collaborative exams are an increasingly popular form of formative assessment which have shown promising results in promoting student learning. While the benefit of two-stage collaborative exams is well researched, there is no clear consensus on the best way of implementing them--specifically with respect to forming student groups. In…
Descriptors: Gender Differences, Formative Evaluation, Cooperation, Introductory Courses
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Headrick, Jonathon; Harris-Reeves, Brooke; Daly-Olm, Talei – Journal of University Teaching and Learning Practice, 2021
Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same…
Descriptors: College Freshmen, Undergraduate Students, Foreign Countries, Student Attitudes
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Goodman, Anya L. – Journal of Chemical Education, 2020
Oral exams may be as old as academia itself, but they are now rare in STEM undergraduate courses in the U.S. Can they be resurrected to help students develop oral communication skills, foster a sense belonging to a scholarly community, and change how students approach learning? This past spring, as we transitioned to emergency remote learning, my…
Descriptors: Verbal Tests, Group Testing, Biochemistry, Nonmajors
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Rayne Bozeman; Robyn K. Mallett; Linas Mitchell; R. Scott Tindale – Active Learning in Higher Education, 2024
Two-phase testing assesses individual performance (phase 1) and then allows collaborative learning within small groups (phase 2). While groups typically outperform individuals, less is known about the social decision schemes that influence member collaboration. In a classroom setting, we compared individual and group performance on a standard test…
Descriptors: Testing, Group Testing, Cooperative Learning, Learning Experience
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Kathrine Johnson; Eulho Jung; Greg Snow; Shannon Murray; Curtis Bonk – Australasian Journal of Educational Technology, 2024
In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of…
Descriptors: Undergraduate Students, Statistics Education, College Faculty, Online Courses
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Eastridge, June A.; Benson, Wendi L. – Teaching of Psychology, 2020
Research on collaborative testing has shown that it decreases test anxiety, increases learning and critical thinking skills, and allows students to practice collaboration and teamwork. However, it has most often been used as a second test following traditional individual testing. This quasi-experimental study compared two models of collaborative…
Descriptors: Group Testing, Models, Statistics, Test Anxiety
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Newton, Genevieve; Rajakaruna, Rebecca; Kulak, Verena; Albabish, William; Gilley, Brett H.; Ritchie, Kerry – Journal of College Science Teaching, 2019
Two-stage collaborative testing is an assessment strategy that involves students initially writing a test individually and then immediately afterward writing the same (or similar) test again in groups. Current evidence shows that two-stage testing improves performance on multiple-choice tests as well as short-term retention of material, but little…
Descriptors: Science Instruction, College Science, Undergraduate Students, Biochemistry
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Khong, Mei Li; Tanner, Julian A. – Biochemistry and Molecular Biology Education, 2021
Examinations present an intensely focused opportunity for student learning yet opportunities for collaboration, communication, and feedbacks are often wasted. Two-stage examinations where students first take examinations individually and then repeat the examination in small groups hold promise to address this issue. Here, we pilot and evaluate a…
Descriptors: Biomedicine, College Science, Student Attitudes, Advanced Courses
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Miller, Scott T.; James, C. Renée – Journal of Astronomy & Earth Sciences Education, 2019
We present results of a two-semester study to gauge the impact of collaborative two-stage exams on student learning and attitudes in university-level introductory astronomy classes for non-science majors. In the collaborative two-stage exam setting, students first completed an exam individually, and then they reconsidered a subset of exam…
Descriptors: Instructional Effectiveness, Group Testing, Introductory Courses, Astronomy
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Breslin, Dermot – Studies in Higher Education, 2021
Whilst formative feedback has been highlighted as a key element in both student satisfaction and learning, research highlights the dissatisfaction of both tutors and students with its effectiveness in improving performance. This study tracks changes in undergraduate student satisfaction and performance across three cohorts in response to…
Descriptors: Feedback (Response), Performance Factors, Academic Achievement, Student Satisfaction
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Gilbride, Kimberley Ann – McGill Journal of Education, 2020
The research was carried out to determine whether the use of group tests for undergraduate science students to augment lecture material in a second-year core course in microbiology would improve the retention of material on a subsequent regular mid-term/final exam. On three separate occasions, the students were asked to complete short…
Descriptors: Group Testing, Cooperative Learning, Undergraduate Students, Student Attitudes
Lycette, Lisa L. – ProQuest LLC, 2018
This qualitative study examines nursing faculty perceptions related to the use of collaborative testing in nursing education. Collaborative testing, also called group testing or team testing provides opportunities for cooperative learning as students work in groups discussing test questions and choosing answers. Research identifies increased…
Descriptors: Nursing Education, College Faculty, Teacher Attitudes, Group Testing
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Cooke, James E.; Weir, Laura; Clarkston, Bridgette – CBE - Life Sciences Education, 2019
Multistage collaborative exams are implemented to enhance learning and retention of course material. However, the effects of multistage collaborative exams on retention of course content are varied. These discrepancies may be due to a number of factors. To date, studies examining collaborative exams and content retention have used questions that…
Descriptors: Retention (Psychology), Test Format, Responses, Student Evaluation
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