Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 6 |
Descriptor
Source
Author
Boe, Barbara L. | 2 |
Capie, William | 2 |
Tobin, Kenneth G. | 2 |
Applegate, Jim | 1 |
BARBER, MAX | 1 |
BEIGHLEY, K.C. | 1 |
Behnke, Ralph R. | 1 |
Bloom, Lawrence A. | 1 |
Bogle, Mike | 1 |
Book, Cassandra L. | 1 |
Braddock, Richard | 1 |
More ▼ |
Publication Type
Education Level
Higher Education | 7 |
Postsecondary Education | 2 |
Audience
Practitioners | 1 |
Researchers | 1 |
Teachers | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
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
Siegel, Marcelle; Roberts, Tina M.; Freyermuth, Sharyn K.; Witzig, Stephen B.; Izci, Kemal – Journal of College Science Teaching, 2015
The authors describe a collaborative group-testing strategy implemented and studied in undergraduate science classes. This project investigated how the assessment strategy relates to student performance and perceptions about collaboration and focused on two sections of an undergraduate biotechnology course taught in separate semesters.
Descriptors: Science Curriculum, College Science, Higher Education, Alignment (Education)
Hanshaw, Larry G. – College Student Journal, 2012
This study sought to determine how students would describe their group-only cooperative testing experiences in terms of key elements of cooperative learning often cited in the literature. Written comments of 159 graduate students were analyzed and 26 related categories of comments were derived from 495 statements of students enrolled in two…
Descriptors: Achievement Gains, Cooperative Learning, Teaching Methods, Graduate Students
Savickiene, Izabela – Quality of Higher Education, 2011
This article aims to solve the following problematic issue: how the most essential elements of student learning achievement evaluation should be properly designed? The answers are pursued by the validation of identification of evaluation types, formulation of evaluation criteria and choice of assessment methods. Designing of the most essential…
Descriptors: Academic Achievement, Evaluation Criteria, Evaluation Methods, Student Evaluation
Caple, Helen; Bogle, Mike – Assessment & Evaluation in Higher Education, 2013
This paper investigates the use of new media technologies, in particular wikis, for the compiling and grading of group assessment tasks. Wikis are open web pages that can be viewed and modified by anyone with internet access and are well known for their collaborative nature. Wikis are also transparent, which means that any edit/modification is…
Descriptors: Web 2.0 Technologies, Group Testing, Grading, Technology Uses in Education
Lamprianou, Iasonas – Assessment in Education: Principles, Policy & Practice, 2012
This article describes briefly the education system of Cyprus and elaborates on the recent changes in its large-scale assessment (LSA) programme. Until 2005, two independent LSA programmes existed: one for school-graduation purposes and one for gaining entrance to higher education. The introduction of a dual-purpose LSA program in 2006, due to…
Descriptors: Higher Education, Graduation, Foreign Countries, Case Studies
Cooperative Learning: The Benefits of Participatory Examinations in Principles of Marketing Classes.

Graham, Reginald A.; And Others – Journal of Education for Business, 1997
Describes procedures for participatory examinations, a method for achieving student collaboration in marketing education. Suggests that the method teaches students group process, persuasion, teamwork, and other skills needed in the contemporary workplace. (SK)
Descriptors: Cooperative Learning, Group Dynamics, Group Testing, Higher Education

Mandeville, Thomas F.; Menchaca, Velma – Reading Research and Instruction, 1994
Describes how a group oral final exam was designed and administered in a block of two teacher education courses taught within the social constructivist perspective. Advocates such group oral exam practices as consistent with valid assessment guidelines. Discusses limitations. (HB)
Descriptors: Group Testing, Higher Education, Reading Instruction, Reading Research

King, Paul E.; Behnke, Ralph R. – College Teaching, 2005
Using small groups in student cooperative learning enterprises has become a major trend in American higher education (Cheng and Warren 2000). However, several practical issues involving the assessment of an individual's performance in groups have sometimes created resistance to the method from both students and parents (Kagan 1995). This article…
Descriptors: Cooperative Learning, Higher Education, Group Testing, Evaluation Methods
Dressel, Janice Hartwick – 1991
Defining critical thinking as a conscious process means that teachers can make students aware of the process and can affect the process. In addition, teachers can help students to evaluate their use of the process. The goal in any course is to involve students in the practice of critical thinking, and the oral exam reflects the students'…
Descriptors: Critical Thinking, English Instruction, Group Testing, Higher Education
Coker, Homer – 1975
A preliminary step in implementing competency-based teacher education (CBTE) is the generation of a list of teacher competencies adapted for the local situation. One method of adaptation is to have selected competencies ranked in order of importance by professional educators within the school district or college. A less expensive and…
Descriptors: Classification, Competency Based Teacher Education, Group Testing, Higher Education

Pratt, C.; Hacker, R. G. – Educational and Psychological Measurement, 1984
A unidimensional latent trait model was used to test a single-factor hypothesis of the Lawson Classroom Test of Formal Reasoning. The test failed to provide a valid measure of formal reasoning. This was a result of test format which neglected aspects of formal reasoning emphasized by Inhelder and Piaget. (Author/DWH)
Descriptors: Cognitive Processes, Group Testing, Higher Education, Latent Trait Theory
Maximum Likelihood Estimation of Factor Structures of Anxiety Measures: A Multiple Group Comparison.
Kameoka, Velma A.; And Others – 1982
Confirmatory maximum likelihood estimation of measurement models was used to evaluate the construct generality of self-report measures of anxiety across male and female samples. These measures included Spielberger's State-Trait Anxiety Inventory, Taylor's Manifest Anxiety Scale, and two forms of Endler, Hunt and Rosenstein's S-R Inventory of…
Descriptors: Anxiety, Factor Structure, Group Testing, Higher Education

Applegate, Jim – American Biology Teacher, 1995
Describes a strategy to incorporate the theme of cooperative learning into the format of graded examinations. (JRH)
Descriptors: Biology, College Science, Cooperative Learning, Ecology

Golden, Charles J. – Journal of Personality Assessment, 1975
An attempt was made to develop a form of the Stroop Test which could be used in both group and individual settings and serve as a basic form for interested researchers. Group and individual measures differ only in that the group test does not require a spoken response. (Author/BJG)
Descriptors: Group Testing, Higher Education, Individual Testing, Personality Measures