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Comparing Two Models of Collaborative Testing for Teaching Statistics

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Bibliographic Details
Title: Comparing Two Models of Collaborative Testing for Teaching Statistics
Language: English
Authors: Eastridge, June A., Benson, Wendi L.
Source: Teaching of Psychology. Jan 2020 47(1):68-73.
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: 6
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Group Testing, Models, Statistics, Test Anxiety, Introductory Courses, Student Attitudes, Outcomes of Education, Undergraduate Students, Test Use, Individual Testing
DOI: 10.1177/0098628319888113
ISSN: 0098-6283
Abstract: 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 testing in an introductory statistics course. Students who experienced collaborative testing as a pretest (n = 35) and as a posttest (n = 33) were compared with a control group (n = 61) that experienced traditional individual testing only. Grade book data and a survey administered at the end of the semester provided information on student attitudes and perceptions toward learning statistics and use of collaborative testing, and the impact of each model on student learning. The same instructor taught all students and administered the same tests. The authors found that group-first testing was favored by students and provided the greatest benefit for reducing anxiety while still supporting student learning.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1237242
Database: ERIC
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  Data: 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 testing in an introductory statistics course. Students who experienced collaborative testing as a pretest (n = 35) and as a posttest (n = 33) were compared with a control group (n = 61) that experienced traditional individual testing only. Grade book data and a survey administered at the end of the semester provided information on student attitudes and perceptions toward learning statistics and use of collaborative testing, and the impact of each model on student learning. The same instructor taught all students and administered the same tests. The authors found that group-first testing was favored by students and provided the greatest benefit for reducing anxiety while still supporting student learning.
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      – SubjectFull: Models
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      – SubjectFull: Statistics
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      – SubjectFull: Introductory Courses
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      – SubjectFull: Test Use
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      – TitleFull: Comparing Two Models of Collaborative Testing for Teaching Statistics
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