The Effects of Collaborative Testing on Higher Order Thinking: Do the Bright Get Brighter?
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| Title: | The Effects of Collaborative Testing on Higher Order Thinking: Do the Bright Get Brighter? |
|---|---|
| Language: | English |
| Authors: | Mahoney, John W., Harris-Reeves, Brooke |
| Source: | Active Learning in Higher Education. Mar 2019 20(1):25-37. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Thinking Skills, College Science, Undergraduate Students, Foreign Countries, Cooperative Learning, Test Results, Active Learning, Comparative Analysis, Academic Achievement, Academic Ability |
| Geographic Terms: | Australia |
| DOI: | 10.1177/1469787417723243 |
| ISSN: | 1469-7874 |
| Abstract: | Collaborative testing has been shown to enhance student performance compared to individual testing. It is suggested that collaborative testing promotes higher order thinking, but research has yet to explore this assumption directly. The aim of this study was to explore the benefits of collaborative testing on overall performance, as well as performance on higher order thinking questions. It was hypothesised that, compared to individual test results, students would perform better overall and on higher order thinking questions under collaborative testing conditions. It was expected that these differences would be equal when comparing students of different academic abilities (i.e. 'upper', 'middle' and 'lower' performers). Undergraduate students completed an individual followed by a collaborative test as part of summative assessment. Analyses revealed that with the exception of upper performers, students performed better overall on the collaborative test. Additionally, regardless of their academic abilities, students performed better on the higher order thinking questions under collaborative conditions. This improvement was equal across different academic abilities, suggesting that collaborative testing promotes higher order thinking even when taking into account previous academic achievement. The acceptability and application of collaborative testing is discussed. |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2019 |
| Accession Number: | EJ1206288 |
| Database: | ERIC |
| Abstract: | Collaborative testing has been shown to enhance student performance compared to individual testing. It is suggested that collaborative testing promotes higher order thinking, but research has yet to explore this assumption directly. The aim of this study was to explore the benefits of collaborative testing on overall performance, as well as performance on higher order thinking questions. It was hypothesised that, compared to individual test results, students would perform better overall and on higher order thinking questions under collaborative testing conditions. It was expected that these differences would be equal when comparing students of different academic abilities (i.e. 'upper', 'middle' and 'lower' performers). Undergraduate students completed an individual followed by a collaborative test as part of summative assessment. Analyses revealed that with the exception of upper performers, students performed better overall on the collaborative test. Additionally, regardless of their academic abilities, students performed better on the higher order thinking questions under collaborative conditions. This improvement was equal across different academic abilities, suggesting that collaborative testing promotes higher order thinking even when taking into account previous academic achievement. The acceptability and application of collaborative testing is discussed. |
|---|---|
| ISSN: | 1469-7874 |
| DOI: | 10.1177/1469787417723243 |
